1<!DOCTYPE html><html lang="en"><head><meta charSet="utf-8"/><meta name="viewport" content="width=device-width, initial-scale=1"/><link rel="preload" as="image" href="/images/profil_circle.png"/><link rel="stylesheet" href="/assets/styles-BAxDMNn8.css" data-precedence="default"/><link rel="stylesheet" href="/fonts/fonts.css" data-precedence="default"/><title>Jakob Karolus â Researcher in Human-Centric AI, DFKI</title><meta name="author" content="Jakob Karolus"/><meta property="og:type" content="website"/><meta name="twitter:card" content="summary_large_image"/><meta name="description" content="I am a researcher at the Embedded Intelligence group at the German Research Center for Artificial Intelligence (DFKI). My work sits at the intersection of human-computer interaction and artificial intelligence."/><meta property="og:title" content="Jakob Karolus â Researcher in Human-Centric AI"/><meta property="og:description" content="I am a researcher at the Embedded Intelligence group at the German Research Center for Artificial Intelligence (DFKI). My work sits at the intersection of human-computer interaction and artificial intelligence."/><meta property="og:image" content="/images/profil_circle.png"/><meta name="twitter:image" content="/images/profil_circle.png"/><link rel="modulepreload" href="/assets/index-sa04-oLq.js"/><link rel="modulepreload" href="/assets/routes-BHbmpj6Z.js"/><link rel="modulepreload" href="/assets/award-icon-DngGZGu0.js"/></head><body><div class="flex min-h-screen flex-col"><header class="sticky top-0 z-40 border-b border-border bg-background/85 backdrop-blur"><div class="mx-auto flex min-h-16 max-w-screen-2xl flex-wrap items-center justify-between gap-x-4 gap-y-2 px-5 py-3"><div class="flex flex-wrap items-center gap-x-3 gap-y-2"><a class="group flex shrink-0 items-center gap-3 active" href="/" data-status="active" aria-current="page"><span class="h-2 w-2 shrink-0 rounded-full bg-accent"></span><span class="font-mono text-sm tracking-tight text-foreground">jakob<span class="text-muted-foreground">.</span>karolus</span></a>
1<ul aria-label="Research and social profiles" class="flex shrink-0 items-center"><li><a href="https://orcid.org/0000-0002-0698-7470" aria-label="Jakob Karolus on ORCID" title="ORCID" class="flex h-7 w-7 items-center justify-center rounded text-muted-foreground transition-colors hover:text-foreground focus-visible:outline focus-visible:outline-2 focus-visible:outline-offset-2 focus-visible:outline-foreground"><span aria-hidden="true" class="block h-4 w-4 bg-current" style="mask:url(/images/icons/orcid.svg) center / contain no-repeat;-webkit-mask:url(/images/icons/orcid.svg) center / contain no-repeat"></span></a></li><li><a href="https://dblp.org/pid/161/5379.html" aria-label="Jakob Karolus on DBLP" title="DBLP" class="flex h-7 w-7 items-center justify-center rounded text-muted-foreground transition-colors hover:text-foreground focus-visible:outline focus-visible:outline-2 focus-visible:outline-offset-2 focus-visible:outline-foreground"><span aria-hidden="true" class="block h-4 w-4 bg-current" style="mask:url(/images/icons/dblp.svg) center / contain no-repeat;-webkit-mask:url(/images/icons/dblp.svg) center / contain no-repeat"></span></a></li><li><a href="https://scholar.google.com/citations?user=hmeoJBoAAAAJ" aria-label="Jakob Karolus on Google Scholar" title="Google Scholar" class="flex h-7 w-7 items-center justify-center rounded text-muted-foreground transition-colors hover:text-foreground focus-visible:outline focus-visible:outline-2 focus-visible:outline-offset-2 focus-visible:outline-foreground"><span aria-hidden="true" class="block h-4 w-4 bg-current" style="mask:url(/images/icons/googlescholar.svg) center / contain no-repeat;-webkit-mask:url(/images/icons/googlescholar.svg) center / contain no-repeat"></span></a></li><li><a href="https://www.linkedin.com/in/jakob-karolus-7a3b8821b/" aria-label="Jakob Karolus on LinkedIn" title="LinkedIn" class="flex h-7 w-7 items-center justify-center rounded text-muted-foreground transition-colors hover:text-foreground focus-visible:outline focus-visible:outline-2 focus-visible:outline-offset-2 focus-visible:outline-foreground"><span aria-hidden="true" class="block h-4 w-4 bg-current" style="mask:url(/images/icons/linkedin.svg) center / contain no-repeat;-webkit-mask:url(/images/icons/linkedin.svg) center / contain no-repeat"></span></a></li><li><a href="https://github.com/jkarolus" aria-label="Jakob Karolus on GitHub" title="GitHub" class="flex h-7 w-7 items-center justify-center rounded text-muted-foreground transition-colors hover:text-foreground focus-visible:outline focus-visible:outline-2 focus-visible:outline-offset-2 focus-visible:outline-foreground"><span aria-hidden="true" class="block h-4 w-4 bg-current" style="mask:url(/images/icons/github.svg) center / contain no-repeat;-webkit-mask:url(/images/icons/github.svg) center / contain no-repeat"></span></a></li></ul></div><nav class="flex items-center gap-1"><a class="rounded-md px-3 py-1.5 text-sm transition-colors text-accent bg-accent-soft" href="/" data-status="active" aria-current="page">Home</a><a class="rounded-md px-3 py-1.5 text-sm transition-colors text-muted-foreground hover:text-foreground" href="/publications">Publications</a><a class="rounded-md px-3 py-1.5 text-sm transition-colors text-muted-foreground hover:text-foreground" href="/projects">Projects</a></nav></div></header><main class="flex-1"><!--$--><div><section class="relative overflow-hidden border-b border-border"><div class="grid-backdrop pointer-events-none absolute inset-0 opacity-60"></div><div class="relative mx-auto grid max-w-screen-2xl gap-6 px-5 py-8 sm:py-10 lg:grid-cols-[minmax(0,1fr)_auto] lg:items-center"><div><p class="label-mono">Researcher, Embedded Intelligence<!-- --> â <span class="text-accent">DFKI</span></p><h1 class="mt-5 text-4xl font-semibold tracking-tight sm:text-6xl">Hi. I'm <!-- -->Jakob Karolus<!-- -->.</h1><p class="mt-6 max-w-2xl text-lg leading-relaxed text-muted-foreground">I am a researcher at the Embedded Intelligence group at the German Research Center for Artificial Intelligence (DFKI). My work sits at the intersection of human-computer interaction and artificial intelligence.</p></div><img src="/images/profil_circle.png" alt="Portrait of Jakob Karolus" width="220" height="220" class="h-40 w-40 rounded-full border border-border-strong object-cover sm:h-56 sm:w-56"/></div></section><section aria-labelledby="news-heading" class="border-b border-border bg-surface/40"><div class="mx-auto max-w-screen-2xl px-5 py-4"><h2 id="news-heading" class="label-mono text-base">News & Press</h2><ul class="mt-3 flex snap-x snap-mandatory gap-3 overflow-x-auto py-1"><li class="flex w-[min(100%,20rem)] shrink-0 snap-start sm:w-[calc((100%-0.75rem)/2)] lg:w-[calc((100%-2.25rem)/4)]"><article class="flex w-full items-start gap-2.5 rounded-lg border border-border bg-card p-2.5 transition-colors hover:border-border-strong"><img src="/images/publications/surgical-aras-clinic.png" alt="Illustration of surgeons using the ARAS augmented reality assistance system" loading="lazy" width="80" height="80" class="aspect-square w-16 shrink-0 rounded-sm object-cover sm:w-20"/><div class="flex min-w-0 flex-1 flex-col"><div class="flex flex-wrap items-baseline gap-x-2 gap-y-0.5 text-xs text-muted-foreground"><p>SR<span class="text-muted-foreground"> · Video feature</span></p><time dateTime="2025-01-23" class="whitespace-nowrap">23 Jan 2025</time></div><h3 lang="de" class="mt-1 text-sm font-semibold leading-snug">KI in der Medizin â Wie Computer heilen helfen sollen</h3><a href="https://www.ardmediathek.de/video/wir-im-saarland-das-magazin/ki-in-der-medizin-wie-computer-heilen-helfen-sollen/sr/Y3JpZDovL3
1NyLW9ubGluZS5kZS9NQS1XSU1TXzE0OTMyMy9zZWN0aW9uLzI" hrefLang="de" target="_blank" rel="noopener noreferrer" class="mt-1.5 inline-flex items-center gap-1.5 self-start rounded-sm text-xs font-medium text-accent underline-offset-4 hover:underline focus-visible:outline-2 focus-visible:outline-offset-4 focus-visible:outline-ring">Watch video<svg xmlns="http://www.w3.org/2000/svg" width="24" height="24" viewBox="0 0 24 24" fill="none" stroke="currentColor" stroke-width="2" stroke-linecap="round" stroke-linejoin="round" class="lucide lucide-arrow-right h-4 w-4" aria-hidden="true"><path d="M5 12h14"></path><path d="m12 5 7 7-7 7"></path></svg><span class="sr-only">: <!-- -->KI in der Medizin â Wie Computer heilen helfen sollen<!-- --> (in German, opens in a new tab)</span></a></div></article></li><li class="flex w-[min(100%,20rem)] shrink-0 snap-start sm:w-[calc((100%-0.75rem)/2)] lg:w-[calc((100%-2.25rem)/4)]"><article class="flex w-full items-start gap-2.5 rounded-lg border border-border bg-card p-2.5 transition-colors hover:border-border-strong"><img src="/images/news/dw-ai-operating-room.jpg" alt="Surgeon wearing augmented reality glasses during an operation, from the DW video" loading="lazy" width="80" height="80" class="aspect-square w-16 shrink-0 rounded-sm object-cover sm:w-20"/><div class="flex min-w-0 flex-1 flex-col"><div class="flex flex-wrap items-baseline gap-x-2 gap-y-0.5 text-xs text-muted-foreground"><p>DW<span class="text-muted-foreground"> · Video feature</span></p><time dateTime="2024-02-06" class="whitespace-nowrap">06 Feb 2024</time></div><h3 lang="de" class="mt-1 text-sm font-semibold leading-snug">Mit KI im OP</h3><a href="https://www.dw.com/de/k%C3%BCnstliche-intelligenz-im-op-saal-rettet-leben/video-68125903" hrefLang="de" target="_blank" rel="noopener noreferrer" class="mt-1.5 inline-flex items-center gap-1.5 self-start rounded-sm text-xs font-medium text-accent underline-offset-4 hover:underline focus-visible:outline-2 focus-visible:outline-offset-4 focus-visible:outline-ring">Watch video<svg xmlns="http://www.w3.org/2000/svg" width="24" height="24" viewBox="0 0 24 24" fill="none" stroke="currentColor" stroke-width="2" stroke-linecap="round" stroke-linejoin="round" class="lucide lucide-arrow-right h-4 w-4" aria-hidden="true"><path d="M5 12h14"></path><path d="m12 5 7 7-7 7"></path></svg><span class="sr-only">: <!-- -->Mit KI im OP<!-- --> (in German, opens in a new tab)</span></a></div></article></li><li class="flex w-[min(100%,20rem)] shrink-0 snap-start sm:w-[calc((100%-0.75rem)/2)] lg:w-[calc((100%-2.25rem)/4)]"><article class="flex w-full items-start gap-2.5 rounded-lg border border-border bg-card p-2.5 transition-colors hover:border-border-strong"><img src="/images/publications/surgical-aras-clinic.png" alt="Illustration of surgeons using the ARAS augmented reality assistance system" loading="lazy" width="80" height="80" class="aspect-square w-16 shrink-0 rounded-sm object-cover sm:w-20"/><div class="flex min-w-0 flex-1 flex-col"><div class="flex flex-wrap items-baseline gap-x-2 gap-y-0.5 text-xs text-muted-foreground"><p>Klinikum Saarbrücken<span class="text-muted-foreground"> · Press article</span></p><time dateTime="2023-12-28" class="whitespace-nowrap">28 Dec 2023</time></div><h3 lang="de" class="mt-1 text-sm font-semibold leading-snug">Ein Navi für die Operation: Künstliche Intelligenz in der Chirurgie</h3><a href="https://www.klinikum-saarbruecken.de/ueber-uns/aktuelles/presse-und-news/pressemitteilung/ein-navi-fuer-die-operation-kuenstliche-intelligenz-in-der-chirurgie" hrefLang="de" target="_blank" rel="noopener noreferrer" class="mt-1.5 inline-flex items-center gap-1.5 self-start rounded-sm text-xs font-medium text-accent underline-offset-4 hover:underline focus-visible:outline-2 focus-visible:outline-offset-4 focus-visible:outline-ring">Read article<svg xmlns="http://www.w3.org/2000/svg" width="24" height="24" viewBox="0 0 24 24" fill="none" stroke="currentColor" stroke-width="2" stroke-linecap="round" stroke-linejoin="round" class="lucide lucide-arrow-right h-4 w-4" aria-hidden="true"><path d="M5 12h14"></path><path d="m12 5 7 7-7 7"></path></svg><span class="sr-only">: <!-- -->Ein Navi für die Operation: Künstliche Intelligenz in der Chirurgie<!-- --> (in German, opens in a new tab)</span></a></div></article></li></ul></div></section><section class="mx-auto max-w-screen-2xl px-5 py-4"><div><h2 class="label-mono text-base border-b border-border-strong pb-2">Topics I work on</h2><div class="mt-3"><div><div class="xl:hidden"><div class="space-y-3"><section class="overflow-hidden rounded-lg border transition-colors border-accent bg-accent-soft"><button type="button" aria-expanded="true" class="flex w-full items-center justify-between gap-4 p-5 text-left"><span><span class="block text-base font-medium leading-snug">AI and Education</span></span><span class="font-mono text-lg text-accent" aria-hidden="true">â</span></button><div class="border-t border-accent/40 px-5 pb-5 pt-5"><p class="text-sm leading-relaxed text-muted-foreground">I explore how AI can support learning without taking over the learning process. This includes designing tools that strengthen understanding, preserve learner agency and help educators make informed decisions, as well as examining how teaching and assessment should adapt when capable AI systems are readily available.</p><div class="mt-6 border-t border-border pt-5"><p class="label-mono text-sm">Selected publications</p><div class="mt-3 space-y-3"><article class="flex gap-3 rounded-md border border-border bg-surface p-2.5"><img src="/images/publications/stem-feedback-ratsapp.png" alt="" loading="lazy" class="h-16 w-16 shrink-0 rounded border border-border object-cover"/>
1<div class="min-w-0"><div class="flex items-center gap-2 font-mono text-[0.65rem] text-muted-foreground"><span class="text-accent">2025</span></div><h3 class="mt-1 line-clamp-3 text-sm font-medium leading-snug">Lessons Learned from Designing an Open-Source Automated Feedback System for STEM Education</h3><div class="min-w-0 mt-2"><div data-state="closed" class="min-w-0 "><div class="flex flex-wrap gap-2"><button type="button" aria-label="Abstract for Lessons Learned from Designing an Open-Source Automated Feedback System for STEM Education" aria-expanded="false" aria-controls="_R_u6kbdiq_" class="inline-flex items-center gap-1.5 rounded-md border border-border px-3 py-1 font-mono text-xs text-muted-foreground transition-colors hover:border-accent hover:text-accent focus-visible:outline-none focus-visible:ring-2 focus-visible:ring-accent focus-visible:ring-offset-2 focus-visible:ring-offset-background disabled:opacity-50 px-2 py-0.5 text-[0.65rem] ">Abstract<svg xmlns="http://www.w3.org/2000/svg" width="24" height="24" viewBox="0 0 24 24" fill="none" stroke="currentColor" stroke-width="2" stroke-linecap="round" stroke-linejoin="round" class="lucide lucide-chevron-down h-3.5 w-3.5 transition-transform motion-reduce:transition-none" aria-hidden="true"><path d="m6 9 6 6 6-6"></path></svg></button><a target="_blank" rel="noopener noreferrer" href="https://doi.org/10.1007/s10639-024-13025-y" class="inline-flex items-center gap-1.5 rounded-md border border-border px-3 py-1 font-mono text-xs text-muted-foreground transition-colors hover:border-accent hover:text-accent focus-visible:outline-none focus-visible:ring-2 focus-visible:ring-accent focus-visible:ring-offset-2 focus-visible:ring-offset-background disabled:opacity-50 px-2 py-0.5 text-[0.65rem]">DOI</a><button type="button" aria-expanded="false" data-state="closed" aria-label="BibTeX for Lessons Learned from Designing an Open-Source Automated Feedback System for STEM Education" class="inline-flex items-center gap-1.5 rounded-md border border-border px-3 py-1 font-mono text-xs text-muted-foreground transition-colors hover:border-accent hover:text-accent focus-visible:outline-none focus-visible:ring-2 focus-visible:ring-accent focus-visible:ring-offset-2 focus-visible:ring-offset-background disabled:opacity-50 px-2 py-0.5 text-[0.65rem] group data-[state=open]:border-accent data-[state=open]:text-accent">BibTeX<svg xmlns="http://www.w3.org/2000/svg" width="24" height="24" viewBox="0 0 24 24" fill="none" stroke="currentColor" stroke-width="2" stroke-linecap="round" stroke-linejoin="round" class="lucide lucide-chevron-down h-3.5 w-3.5 transition-transform motion-reduce:transition-none group-data-[state=open]:rotate-180" aria-hidden="true"><path d="m6 9 6 6 6-6"></path></svg></button></div><p id="_R_u6kbdiq_" hidden="" class="mt-4 whitespace-pre-line rounded-md border border-border bg-surface p-4 text-sm leading-relaxed text-muted-foreground">As distance learning becomes increasingly important and artificial intelligence tools continue to advance, automated systems for individual learning have attracted significant attention. However, the scarcity of open-source online tools that are capable of providing personalized feedback has restricted the widespread implementation of research-based feedback systems. In this work, we present RATsApp, an open-source automated feedback system that incorporates research-based features such as formative feedback. The system focuses on core STEM competencies such as mathematical competence, representational competence, and data literacy. It also allows lecturers to monitor students' progress. RATsApp can be used at different levels of STEM education or research, as it allows the creation and customization of educational content. We present a specific case of its implementation in higher education, where we report the results of a usability survey with 64 undergraduate students using the technology acceptance model 2. Our findings confirm the applicability of the model, revealing that relevance to the course of study, output quality, and ease of use significantly influence perceived usefulness. We also found a linear relation between perceived usefulness and intention to use, which in turn is a significant predictor of frequency of use. Moreover, the formative feedback feature received positive feedback, indicating its potential as an educational tool. As an open-source platform, RATsApp encourages public contributions to its ongoing development.</p><div data-state="closed" id="radix-_R_2u6kbdiq_" hidden=""></div></div></div></div></article><article class="flex gap-3 rounded-md border border-border bg-surface p-2.5"><img src="/images/publications/moderated-llm-education.png" alt="" loading="lazy" class="h-16 w-16 shrink-0 rounded border border-border object-cover"/>
1<div class="min-w-0"><div class="flex items-center gap-2 font-mono text-[0.65rem] text-muted-foreground"><span class="text-accent">2024</span></div><h3 class="mt-1 line-clamp-3 text-sm font-medium leading-snug">Challenges and Opportunities of Moderating Usage of Large Language Models in Education</h3><div class="min-w-0 mt-2"><div data-state="closed" class="min-w-0 "><div class="flex flex-wrap gap-2"><button type="button" aria-label="Abstract for Challenges and Opportunities of Moderating Usage of Large Language Models in Education" aria-expanded="false" aria-controls="_R_uakbdiq_" class="inline-flex items-center gap-1.5 rounded-md border border-border px-3 py-1 font-mono text-xs text-muted-foreground transition-colors hover:border-accent hover:text-accent focus-visible:outline-none focus-visible:ring-2 focus-visible:ring-accent focus-visible:ring-offset-2 focus-visible:ring-offset-background disabled:opacity-50 px-2 py-0.5 text-[0.65rem] ">Abstract<svg xmlns="http://www.w3.org/2000/svg" width="24" height="24" viewBox="0 0 24 24" fill="none" stroke="currentColor" stroke-width="2" stroke-linecap="round" stroke-linejoin="round" class="lucide lucide-chevron-down h-3.5 w-3.5 transition-transform motion-reduce:transition-none" aria-hidden="true"><path d="m6 9 6 6 6-6"></path></svg></button><a target="_blank" rel="noopener noreferrer" href="https://doi.org/10.1145/3701571.3701590" class="inline-flex items-center gap-1.5 rounded-md border border-border px-3 py-1 font-mono text-xs text-muted-foreground transition-colors hover:border-accent hover:text-accent focus-visible:outline-none focus-visible:ring-2 focus-visible:ring-accent focus-visible:ring-offset-2 focus-visible:ring-offset-background disabled:opacity-50 px-2 py-0.5 text-[0.65rem]">DOI</a><button type="button" aria-expanded="false" data-state="closed" aria-label="BibTeX for Challenges and Opportunities of Moderating Usage of Large Language Models in Education" class="inline-flex items-center gap-1.5 rounded-md border border-border px-3 py-1 font-mono text-xs text-muted-foreground transition-colors hover:border-accent hover:text-accent focus-visible:outline-none focus-visible:ring-2 focus-visible:ring-accent focus-visible:ring-offset-2 focus-visible:ring-offset-background disabled:opacity-50 px-2 py-0.5 text-[0.65rem] group data-[state=open]:border-accent data-[state=open]:text-accent">BibTeX<svg xmlns="http://www.w3.org/2000/svg" width="24" height="24" viewBox="0 0 24 24" fill="none" stroke="currentColor" stroke-width="2" stroke-linecap="round" stroke-linejoin="round" class="lucide lucide-chevron-down h-3.5 w-3.5 transition-transform motion-reduce:transition-none group-data-[state=open]:rotate-180" aria-hidden="true"><path d="m6 9 6 6 6-6"></path></svg></button></div><p id="_R_uakbdiq_" hidden="" class="mt-4 whitespace-pre-line rounded-md border border-border bg-surface p-4 text-sm leading-relaxed text-muted-foreground">The increased presence of large language models (LLMs) in educational settings has ignited debates concerning negative repercussions, including overreliance and inadequate task reflection. Our work advocates moderated usage of such models, designed in a way that supports students and encourages critical thinking. We developed two moderated interaction methods with ChatGPT: hint-based assistance and presenting multiple answer choices. In a study with students (N=40) answering physics questions, we compared the effects of our moderated models against two baseline settings: unmoderated ChatGPT access and internet searches. We analyzed the interaction strategies and found that the moderated versions exhibited less unreflected usage, such as copy and paste, compared to the unmoderated condition. However, neither ChatGPT-supported condition could match the ratio of reflected usage present in internet searches. Our research highlights the potential benefits of moderating language models, showing a research direction toward designing effective AI-supported educational strategies.</p><div data-state="closed" id="radix-_R_2uakbdiq_" hidden=""></div></div></div></div></article><article class="flex gap-3 rounded-md border border-border bg-surface p-2.5"><img src="/images/publications/llm-quantum-tips.png" alt="" loading="lazy" class="h-16 w-16 shrink-0 rounded border border-border object-cover"/>
1<div class="min-w-0"><div class="flex items-center gap-2 font-mono text-[0.65rem] text-muted-foreground"><span class="text-accent">2024</span></div><h3 class="mt-1 line-clamp-3 text-sm font-medium leading-snug">LLM-Generated Tips Rival Expert-Created Tips in Helping Students Answer Quantum-Computing Questions</h3><div class="min-w-0 mt-2"><div data-state="closed" class="min-w-0 "><div class="flex flex-wrap gap-2"><button type="button" aria-label="Abstract for LLM-Generated Tips Rival Expert-Created Tips in Helping Students Answer Quantum-Computing Questions" aria-expanded="false" aria-controls="_R_uekbdiq_" class="inline-flex items-center gap-1.5 rounded-md border border-border px-3 py-1 font-mono text-xs text-muted-foreground transition-colors hover:border-accent hover:text-accent focus-visible:outline-none focus-visible:ring-2 focus-visible:ring-accent focus-visible:ring-offset-2 focus-visible:ring-offset-background disabled:opacity-50 px-2 py-0.5 text-[0.65rem] ">Abstract<svg xmlns="http://www.w3.org/2000/svg" width="24" height="24" viewBox="0 0 24 24" fill="none" stroke="currentColor" stroke-width="2" stroke-linecap="round" stroke-linejoin="round" class="lucide lucide-chevron-down h-3.5 w-3.5 transition-transform motion-reduce:transition-none" aria-hidden="true"><path d="m6 9 6 6 6-6"></path></svg></button><a target="_blank" rel="noopener noreferrer" href="https://doi.org/10.1140/epjqt/s40507-025-00334-5" class="inline-flex items-center gap-1.5 rounded-md border border-border px-3 py-1 font-mono text-xs text-muted-foreground transition-colors hover:border-accent hover:text-accent focus-visible:outline-none focus-visible:ring-2 focus-visible:ring-accent focus-visible:ring-offset-2 focus-visible:ring-offset-background disabled:opacity-50 px-2 py-0.5 text-[0.65rem]">DOI</a><button type="button" aria-expanded="false" data-state="closed" aria-label="BibTeX for LLM-Generated Tips Rival Expert-Created Tips in Helping Students Answer Quantum-Computing Questions" class="inline-flex items-center gap-1.5 rounded-md border border-border px-3 py-1 font-mono text-xs text-muted-foreground transition-colors hover:border-accent hover:text-accent focus-visible:outline-none focus-visible:ring-2 focus-visible:ring-accent focus-visible:ring-offset-2 focus-visible:ring-offset-background disabled:opacity-50 px-2 py-0.5 text-[0.65rem] group data-[state=open]:border-accent data-[state=open]:text-accent">BibTeX<svg xmlns="http://www.w3.org/2000/svg" width="24" height="24" viewBox="0 0 24 24" fill="none" stroke="currentColor" stroke-width="2" stroke-linecap="round" stroke-linejoin="round" class="lucide lucide-chevron-down h-3.5 w-3.5 transition-transform motion-reduce:transition-none group-data-[state=open]:rotate-180" aria-hidden="true"><path d="m6 9 6 6 6-6"></path></svg></button></div><p id="_R_uekbdiq_" hidden="" class="mt-4 whitespace-pre-line rounded-md border border-border bg-surface p-4 text-sm leading-relaxed text-muted-foreground">Individual teaching is among the most successful ways to impart knowledge. Yet, this method is not always feasible due to large numbers of students per educator. Quantum computing serves as a prime example facing this issue, due to the hype surrounding it. Alleviating high workloads for teachers, often accompanied with individual teaching, is crucial for continuous high quality education. Therefore, leveraging Large Language Models (LLMs) such as GPT-4 to generate educational content can be valuable. We conducted two complementary studies exploring the feasibility of using GPT-4 to automatically generate tips for students. In the first one students (N=46) solved four multiple-choice quantum computing questions with either the help of expert-created or LLM-generated tips. To correct for possible biases towards LLMs, we introduced two additional conditions, making some participants believe that they were given expert-created tips, when they were given LLM-generated tips and vice versa. Our second study (N=23) aimed to directly compare the LLM-generated and expert-created tips, evaluating their quality, correctness and helpfulness, with both experienced educators and students participating. Participants in our second study found that the LLM-generated tips were significantly more helpful and pointed better towards relevant concepts than the expert-created tips, while being more prone to giving away the answer. While participants in the first study performed significantly better in answering the quantum computing questions when given tips labeled as LLM-generated, even if they were created by an expert. This phenomenon could be a placebo effect induced by the participants' biases for LLM-generated content. Ultimately, we find that LLM-generated tips are good enough to be used instead of expert tips in the context of quantum computing basics.<
1/p><div data-state="closed" id="radix-_R_2uekbdiq_" hidden=""></div></div></div></div></article><article class="flex gap-3 rounded-md border border-border bg-surface p-2.5"><img src="/images/publications/unreflected-chatgpt-physics.png" alt="" loading="lazy" class="h-16 w-16 shrink-0 rounded border border-border object-cover"/><div class="min-w-0"><div class="flex items-center gap-2 font-mono text-[0.65rem] text-muted-foreground"><span class="text-accent">2024</span></div><h3 class="mt-1 line-clamp-3 text-sm font-medium leading-snug">Unreflected Acceptance â Investigating the Negative Consequences of ChatGPT-Assisted Problem Solving in Physics Education</h3><div class="min-w-0 mt-2"><div data-state="closed" class="min-w-0 "><div class="flex flex-wrap gap-2"><button type="button" aria-label="Abstract for Unreflected Acceptance â Investigating the Negative Consequences of ChatGPT-Assisted Problem Solving in Physics Education" aria-expanded="false" aria-controls="_R_uikbdiq_" class="inline-flex items-center gap-1.5 rounded-md border border-border px-3 py-1 font-mono text-xs text-muted-foreground transition-colors hover:border-accent hover:text-accent focus-visible:outline-none focus-visible:ring-2 focus-visible:ring-accent focus-visible:ring-offset-2 focus-visible:ring-offset-background disabled:opacity-50 px-2 py-0.5 text-[0.65rem] ">Abstract<svg xmlns="http://www.w3.org/2000/svg" width="24" height="24" viewBox="0 0 24 24" fill="none" stroke="currentColor" stroke-width="2" stroke-linecap="round" stroke-linejoin="round" class="lucide lucide-chevron-down h-3.5 w-3.5 transition-transform motion-reduce:transition-none" aria-hidden="true"><path d="m6 9 6 6 6-6"></path></svg></button><a target="_blank" rel="noopener noreferrer" href="https://doi.org/10.3233/FAIA240195" class="inline-flex items-center gap-1.5 rounded-md border border-border px-3 py-1 font-mono text-xs text-muted-foreground transition-colors hover:border-accent hover:text-accent focus-visible:outline-none focus-visible:ring-2 focus-visible:ring-accent focus-visible:ring-offset-2 focus-visible:ring-offset-background disabled:opacity-50 px-2 py-0.5 text-[0.65rem]">DOI</a><button type="button" aria-expanded="false" data-state="closed" aria-label="BibTeX for Unreflected Acceptance â Investigating the Negative Consequences of ChatGPT-Assisted Problem Solving in Physics Education" class="inline-flex items-center gap-1.5 rounded-md border border-border px-3 py-1 font-mono text-xs text-muted-foreground transition-colors hover:border-accent hover:text-accent focus-visible:outline-none focus-visible:ring-2 focus-visible:ring-accent focus-visible:ring-offset-2 focus-visible:ring-offset-background disabled:opacity-50 px-2 py-0.5 text-[0.65rem] group data-[state=open]:border-accent data-[state=open]:text-accent">BibTeX<svg xmlns="http://www.w3.org/2000/svg" width="24" height="24" viewBox="0 0 24 24" fill="none" stroke="currentColor" stroke-width="2" stroke-linecap="round" stroke-linejoin="round" class="lucide lucide-chevron-down h-3.5 w-3.5 transition-transform motion-reduce:transition-none group-data-[state=open]:rotate-180" aria-hidden="true"><path d="m6 9 6 6 6-6"></path></svg></button></div><p id="_R_uikbdiq_" hidden="" class="mt-4 whitespace-pre-line rounded-md border border-border bg-surface p-4 text-sm leading-relaxed text-muted-foreground">Large language models (LLMs) have recently gained popularity. However, the impact of their general availability through ChatGPT on sensitive areas of everyday life, such as education, remains unclear. Nevertheless, the societal impact on established educational methods is already being experienced by both students and educators. Our work focuses on higher physics education and examines problem solving strategies. In a study, students with a background in physics were assigned to solve physics exercises, with one group having access to an internet search engine (N=12) and the other group being allowed to use ChatGPT (N=27). We evaluated their performance, strategies, and interaction with the provided tools. Our results showed that nearly half of the solutions provided with the support of ChatGPT were mistakenly assumed to be correct by the students, indicating that they overly trusted ChatGPT even in their field of expertise. Likewise, in 42% of cases, students used copy and paste to query ChatGPT, an approach only used in 4% of search engine queries, highlighting the stark differences in interaction behavior between the groups and indicating limited reflection when using ChatGPT. In our work, we demonstrated a need to guide students on how to interact with LLMs and create awareness of potential shortcomings for users.</p><div data-state="closed" id="radix-_R_2uikbdiq_" hidden=""></div></div></div></div></article><article class="flex gap-3 rounded-md border border-border bg-surface p-2.5"><img src="/images/publications/readability-proficiency.png" alt="" loading="lazy" class="h-16 w-16 shrink-0 rounded border border-border object-cover"/>
1<div class="min-w-0"><div class="flex items-center gap-2 font-mono text-[0.65rem] text-muted-foreground"><span class="text-accent">2023</span></div><h3 class="mt-1 line-clamp-3 text-sm font-medium leading-snug">Your Text Is Hard to Read: Facilitating Readability Awareness to Support Writing Proficiency in Text Production</h3><div class="min-w-0 mt-2"><div data-state="closed" class="min-w-0 "><div class="flex flex-wrap gap-2"><button type="button" aria-label="Abstract for Your Text Is Hard to Read: Facilitating Readability Awareness to Support Writing Proficiency in Text Production" aria-expanded="false" aria-controls="_R_umkbdiq_" class="inline-flex items-center gap-1.5 rounded-md border border-border px-3 py-1 font-mono text-xs text-muted-foreground transition-colors hover:border-accent hover:text-accent focus-visible:outline-none focus-visible:ring-2 focus-visible:ring-accent focus-visible:ring-offset-2 focus-visible:ring-offset-background disabled:opacity-50 px-2 py-0.5 text-[0.65rem] ">Abstract<svg xmlns="http://www.w3.org/2000/svg" width="24" height="24" viewBox="0 0 24 24" fill="none" stroke="currentColor" stroke-width="2" stroke-linecap="round" stroke-linejoin="round" class="lucide lucide-chevron-down h-3.5 w-3.5 transition-transform motion-reduce:transition-none" aria-hidden="true"><path d="m6 9 6 6 6-6"></path></svg></button><a target="_blank" rel="noopener noreferrer" href="https://doi.org/10.1145/3563657.3596052" class="inline-flex items-center gap-1.5 rounded-md border border-border px-3 py-1 font-mono text-xs text-muted-foreground transition-colors hover:border-accent hover:text-accent focus-visible:outline-none focus-visible:ring-2 focus-visible:ring-accent focus-visible:ring-offset-2 focus-visible:ring-offset-background disabled:opacity-50 px-2 py-0.5 text-[0.65rem]">DOI</a><button type="button" aria-expanded="false" data-state="closed" aria-label="BibTeX for Your Text Is Hard to Read: Facilitating Readability Awareness to Support Writing Proficiency in Text Production" class="inline-flex items-center gap-1.5 rounded-md border border-border px-3 py-1 font-mono text-xs text-muted-foreground transition-colors hover:border-accent hover:text-accent focus-visible:outline-none focus-visible:ring-2 focus-visible:ring-accent focus-visible:ring-offset-2 focus-visible:ring-offset-background disabled:opacity-50 px-2 py-0.5 text-[0.65rem] group data-[state=open]:border-accent data-[state=open]:text-accent">BibTeX<svg xmlns="http://www.w3.org/2000/svg" width="24" height="24" viewBox="0 0 24 24" fill="none" stroke="currentColor" stroke-width="2" stroke-linecap="round" stroke-linejoin="round" class="lucide lucide-chevron-down h-3.5 w-3.5 transition-transform motion-reduce:transition-none group-data-[state=open]:rotate-180" aria-hidden="true"><path d="m6 9 6 6 6-6"></path></svg></button></div><p id="_R_umkbdiq_" hidden="" class="mt-4 whitespace-pre-line rounded-md border border-border bg-surface p-4 text-sm leading-relaxed text-muted-foreground">Allowing users of interactive systems to reflect on their task proficiency is often incidental. This is unfortunate, as communicating meaningful task-related proficiency feedback could improve users' awareness of their abilities and their willingness to improve. To highlight the feasibility of this concept, we evaluated how different methods of readability feedback impacted users during a text production task. In general, our results showed that having access to readability feedback allowed participants to reflect on their task solving approach, facilitating the users' understanding of their proficiency. Revision-based methods are less distracting for the user than continuous feedback methods, while still offering high efficacy. Further, feedback should be paired with a subtle form of gamification elements. We envision this reflection-oriented design to user proficiency to be applicable to a variety of interactive systems, allowing for an improved and engaging user experience.</p><div data-state="closed" id="radix-_R_2umkbdiq_" hidden=""></div></div></div></div></article></div></div></div></section><section class="overflow-hidden rounded-lg border transition-colors border-border bg-surface"><button type="button" aria-expanded="false" class="flex w-full items-center justify-between gap-4 p-5 text-left"><span><span class="block text-base font-medium leading-snug">Energy Footprint of AI</span></span><span class="font-mono text-lg text-accent" aria-hidden="true">+</span></button></section><section class="overflow-hidden rounded-lg border transition-colors border-border bg-surface"><button type="button" aria-expanded="false" class="flex w-full items-center justify-between gap-4 p-5 text-left"><span><span class="block text-base font-medium leading-snug">AI and Medicine</span></span><span class="font-mono text-lg text-accent" aria-hidden="true">+</span></button></section><section class="overflow-hidden rounded-lg border transition-colors border-border bg-surface"><button type="button" aria-expanded="false" class="flex w-full items-center justify-between gap-4 p-5 text-left"><span><span class="block text-base font-medium leading-snug">Human-Centric AI</span></span><span class="font-mono text-lg text-accent" aria-hidden="true">+</span></button></section><section class="overflow-hidden rounded-lg border transition-colors border-border bg-surface"><button type="button" aria-expanded="false" class="flex w-full items-center justify-between gap-4 p-5 text-left"><span><span class="block text-base font-medium leading-snug">Proficiency-Aware Systems</span></span><span class="font-mono text-lg text-accent" aria-hidden="true">+</span></button></section></div></div><div class="hidden xl:block"><div><div class="grid grid-cols-5 border-b border-border" role="tablist" aria-label="Research topics"><button type="button" role="tab" aria-selected="true" class="-mb-px border-b-2 px-3 py-4 text-center text-sm font-medium leading-snug transition-colors border-accent text-accent">AI and Education</button><button type="button" role="tab" aria-selected="false" class="-mb-px border-b-2 px-3 py-4 text-center text-sm font-medium leading-snug transition-colors border-transparent text-muted-foreground hover:border-border-strong hover:text-foreground">Energy Footprint of AI</button><button type="button" role="tab" aria-selected="false" class="-mb-px border-b-2 px-3 py-4 text-center text-sm font-medium leading-snug transition-colors border-transparent text-muted-foreground hover:border-border-strong hover:text-foreground">AI and Medicine</button><button type="button" role="tab" aria-selected="false" class="-mb-px border-b-2 px-3 py-4 text-center text-sm font-medium leading-snug transition-colors border-transparent text-muted-foreground hover:border-border-strong hover:text-foreground">Human-Centric AI</button><button type="button" role="tab" aria-selected="false" class="-mb-px border-b-2 px-3 py-4 text-center text-sm font-medium leading-snug transition-colors border-transparent text-muted-foreground hover:border-border-strong hover:text-foreground">Proficiency-Aware Systems</button></div><div class="mt-8 overflow-hidden rounded-lg border border-accent bg-surface"><div class="flex flex-col justify-between p-6"><div><h3 class="text-2xl font-semibold tracking-tight">AI and Education</h3><p class="mt-4 leading-relaxed text-muted-foreground">I explore how AI can support learning without taking over the learning process. This includes designing tools that strengthen understanding, preserve learner agency and help educators make informed decisions, as well as examining how teaching and assessment should adapt when capable AI systems are readily available.</p></div></div><article class="grid gap-6 border-t border-border p-5 sm:grid-cols-[minmax(12rem,0.8fr)_minmax(0,1.2fr)
1] sm:p-6"><img src="/images/publications/moderated-llm-education.png" alt="Thumbnail for Challenges and Opportunities of Moderating Usage of Large Language Models in Education" loading="lazy" class="w-full rounded-md border border-border object-cover aspect-[4/3]"/><div class="min-w-0 flex flex-col justify-start pt-2"><p class="label-mono">Publication · <!-- -->2024</p><h3 class="mt-3 text-xl font-semibold leading-snug tracking-tight">Challenges and Opportunities of Moderating Usage of Large Language Models in Education</h3><p class="mt-3 text-sm leading-relaxed text-muted-foreground">Lars Krupp, Steffen Steinert, Maximilian Kiefer-Emmanouilidis, Karina E. Avila, Paul Lukowicz, Jochen Kuhn, Stefan Küchemann, Jakob Karolus</p><p class="mt-2 font-mono text-xs text-muted-foreground">ACM International Conference on Mobile and Ubiquitous Multimedia (MUM)</p><p class="label-mono mt-5 text-accent">Summary</p><p class="mt-2 text-justify text-sm leading-relaxed text-muted-foreground">Studies moderated uses of ChatGPT designed to support learning and critical thinking. Hint-based assistance and multiple-answer formats were compared with unmoderated ChatGPT and internet search in a physics study. Moderated interactions reduced unreflected behaviors such as copy and paste, though they did not reach the reflective usage seen with search engines.</p><p class="mt-2 inline-block w-fit rounded-full border border-accent px-3 py-0.5 font-mono text-[0.7rem] text-accent"><svg xmlns="http://www.w3.org/2000/svg" width="24" height="24" viewBox="0 0 24 24" fill="none" stroke="currentColor" stroke-width="2" stroke-linecap="round" stroke-linejoin="round" class="lucide lucide-trophy mr-1.5 inline-block h-3.5 w-3.5 align-[-0.15em]" aria-hidden="true"><path d="M10 14.66v1.626a2 2 0 0 1-.976 1.696A5 5 0 0 0 7 21.978"></path><path d="M14 14.66v1.626a2 2 0 0 0 .976 1.696A5 5 0 0 1 17 21.978"></path><path d="M18 9h1.5a1 1 0 0 0 0-5H18"></path><path d="M4 22h16"></path><path d="M6 9a6 6 0 0 0 12 0V3a1 1 0 0 0-1-1H7a1 1 0 0 0-1 1z"></path><path d="M6 9H4.5a1 1 0 0 1 0-5H6"></path></svg>Best Paper Award</p><div class="min-w-0 mt-5"><div data-state="closed" class="min-w-0 "><div class="flex flex-wrap gap-2"><button type="button" aria-label="Abstract for Challenges and Opportunities of Moderating Usage of Large Language Models in Education" aria-expanded="false" aria-controls="_R_caldiq_" class="inline-flex items-center gap-1.5 rounded-md border border-border px-3 py-1 font-mono text-xs text-muted-foreground transition-colors hover:border-accent hover:text-accent focus-visible:outline-none focus-visible:ring-2 focus-visible:ring-accent focus-visible:ring-offset-2 focus-visible:ring-offset-background disabled:opacity-50 ">Abstract<svg xmlns="http://www.w3.org/2000/svg" width="24" height="24" viewBox="0 0 24 24" fill="none" stroke="currentColor" stroke-width="2" stroke-linecap="round" stroke-linejoin="round" class="lucide lucide-chevron-down h-3.5 w-3.5 transition-transform motion-reduce:transition-none" aria-hidden="true"><path d="m6 9 6 6 6-6"></path></svg></button><a target="_blank" rel="noopener noreferrer" href="https://doi.org/10.1145/3701571.3701590" class="inline-flex items-center gap-1.5 rounded-md border border-border px-3 py-1 font-mono text-xs text-muted-foreground transition-colors hover:border-accent hover:text-accent focus-visible:outline-none focus-visible:ring-2 focus-visible:ring-accent focus-visible:ring-offset-2 focus-visible:ring-offset-background disabled:opacity-50 ">DOI</a><button type="button" aria-expanded="false" data-state="closed" aria-label="BibTeX for Challenges and Opportunities of Moderating Usage of Large Language Models in Education" class="inline-flex items-center gap-1.5 rounded-md border border-border px-3 py-1 font-mono text-xs text-muted-foreground transition-colors hover:border-accent hover:text-accent focus-visible:outline-none focus-visible:ring-2 focus-visible:ring-accent focus-visible:ring-offset-2 focus-visible:ring-offset-background disabled:opacity-50 group data-[state=open]:border-accent data-[state=open]:text-accent">BibTeX<svg xmlns="http://www.w3.org/2000/svg" width="24" height="24" viewBox="0 0 24 24" fill="none" stroke="currentColor" stroke-width="2" stroke-linecap="round" stroke-linejoin="round" class="lucide lucide-chevron-down h-3.5 w-3.5 transition-transform motion-reduce:transition-none group-data-[state=open]:rotate-180" aria-hidden="true"><path d="m6 9 6 6 6-6"></path></svg></button></div><p id="_R_caldiq_" hidden="" class="mt-4 whitespace-pre-line rounded-md border border-border bg-surface p-4 text-sm leading-relaxed text-muted-foreground">The increased presence of large language models (LLMs) in educational settings has ignited debates concerning negative repercussions, including overreliance and inadequate task reflection. Our work advocates moderated usage of such models, designed in a way that supports students and encourages critical thinking. We developed two moderated interaction methods with ChatGPT: hint-based assistance and presenting multiple answer choices. In a study with students (N=40) answering physics questions, we compared the effects of our moderated models against two baseline settings: unmoderated ChatGPT access and internet searches. We analyzed the interaction strategies and found that the moderated ver
1sions exhibited less unreflected usage, such as copy and paste, compared to the unmoderated condition. However, neither ChatGPT-supported condition could match the ratio of reflected usage present in internet searches. Our research highlights the potential benefits of moderating language models, showing a research direction toward designing effective AI-supported educational strategies.</p><div data-state="closed" id="radix-_R_1caldiq_" hidden=""></div></div></div></div></article></div><div class="mt-8"><div class="flex items-center justify-between gap-4"><p class="label-mono text-sm">Selected publications</p><span class="font-mono text-xs text-muted-foreground">5<!-- --> total</span></div><div class="mt-3 flex snap-x gap-4 overflow-x-auto pb-3"><button type="button" aria-pressed="false" class="min-w-[17rem] max-w-[20rem] snap-start rounded-lg border p-3 text-left transition-colors focus-visible:outline-none focus-visible:ring-2 focus-visible:ring-accent border-border bg-surface hover:border-accent"><img src="/images/publications/stem-feedback-ratsapp.png" alt="Thumbnail for Lessons Learned from Designing an Open-Source Automated Feedback System for STEM Education" loading="lazy" class="w-full rounded-md border border-border object-cover aspect-[16/10]"/><div class="p-2 pb-1"><div class="flex items-center justify-between gap-2 font-mono text-xs"><span class="text-accent">2025</span></div><h3 class="mt-2 line-clamp-3 text-sm font-medium leading-snug">Lessons Learned from Designing an Open-Source Automated Feedback System for STEM Education</h3><p class="mt-2 line-clamp-2 text-xs leading-relaxed text-muted-foreground">Education and Information Technologies</p></div></button><button type="button" aria-pressed="true" class="min-w-[17rem] max-w-[20rem] snap-start rounded-lg border p-3 text-left transition-colors focus-visible:outline-none focus-visible:ring-2 focus-visible:ring-accent border-accent bg-accent-soft"><img src="/images/publications/moderated-llm-education.png" alt="Thumbnail for Challenges and Opportunities of Moderating Usage of Large Language Models in Education" loading="lazy" class="w-full rounded-md border border-border object-cover aspect-[16/10]"/><div class="p-2 pb-1"><div class="flex items-center justify-between gap-2 font-mono text-xs"><span class="text-accent">2024</span></div><h3 class="mt-2 line-clamp-3 text-sm font-medium leading-snug">Challenges and Opportunities of Moderating Usage of Large Language Models in Education</h3><p class="mt-2 line-clamp-2 text-xs leading-relaxed text-muted-foreground">ACM International Conference on Mobile and Ubiquitous Multimedia (MUM)</p></div></button><button type="button" aria-pressed="false" class="min-w-[17rem] max-w-[20rem] snap-start rounded-lg border p-3 text-left transition-colors focus-visible:outline-none focus-visible:ring-2 focus-visible:ring-accent border-border bg-surface hover:border-accent"><img src="/images/publications/llm-quantum-tips.png" alt="Thumbnail for LLM-Generated Tips Rival Expert-Created Tips in Helping Students Answer Quantum-Computing Questions" loading="lazy" class="w-full rounded-md border border-border object-cover aspect-[16/10]"/><div class="p-2 pb-1"><div class="flex items-center justify-between gap-2 font-mono text-xs"><span class="text-accent">2024</span></div><h3 class="mt-2 line-clamp-3 text-sm font-medium leading-snug">LLM-Generated Tips Rival Expert-Created Tips in Helping Students Answer Quantum-Computing Questions</h3><p class="mt-2 line-clamp-2 text-xs leading-relaxed text-muted-foreground">EPJ Quantum Technology</p></div></button><button type="button" aria-pressed="false" class="min-w-[17rem] max-w-[20rem] snap-start rounded-lg border p-3 text-left transition-colors focus-visible:outline-none focus-visible:ring-2 focus-visible:ring-accent border-border bg-surface hover:border-accent"><img src="/images/publications/unreflected-chatgpt-physics.png" alt="Thumbnail for Unreflected Acceptance â Investigating the Negative Consequences of ChatGPT-Assisted Problem Solving in Physics Education" loading="lazy" class="w-full rounded-md border border-border object-cover aspect-[16/10]"/><div class="p-2 pb-1"><div class="flex items-center justify-between gap-2 font-mono text-xs"><span class="text-accent">2024</span></div><h3 class="mt-2 line-clamp-3 text-sm font-medium leading-snug">Unreflected Acceptance â Investigating the Negative Consequences of ChatGPT-Assisted Problem Solving in Physics Education</h3><p class="mt-2 line-clamp-2 text-xs leading-relaxed text-muted-foreground">International Conference on Hybrid Human-Artificial Intelligence (HHAI)</p></div></button><button type="button" aria-pressed="false" class="min-w-[17rem] max-w-[20rem] snap-start rounded-lg border p-3 text-left transition-colors focus-visible:outline-none focus-visible:ring-2 focus-visible:ring-accent border-border bg-surface hover:border-accent"><img src="/images/publications/readability-proficiency.png" alt="Thumbn
1ail for Your Text Is Hard to Read: Facilitating Readability Awareness to Support Writing Proficiency in Text Production" loading="lazy" class="w-full rounded-md border border-border object-cover aspect-[16/10]"/><div class="p-2 pb-1"><div class="flex items-center justify-between gap-2 font-mono text-xs"><span class="text-accent">2023</span></div><h3 class="mt-2 line-clamp-3 text-sm font-medium leading-snug">Your Text Is Hard to Read: Facilitating Readability Awareness to Support Writing Proficiency in Text Production</h3><p class="mt-2 line-clamp-2 text-xs leading-relaxed text-muted-foreground">ACM Designing Interactive Systems Conference (DIS)</p></div></button></div></div></div></div></div></div></div></section></div>
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