Viktoria Pammer-Schindler

I'm an associate professor in HCI and EdTech at Graz University of Technology and Deputy Head of the Institute of Human-Centred Computing. I'm also a research area manager at the Know-Center.

Research - Teaching - CV - Contact

Digital Interactions, Knowledge and Learning
Socio-technical Interaction Design for Knowledge-Intensive Activity and Learning in a Digital and AI-enabled World

Which design patterns of modern and AI-based computing technology facilitate productive engagement in knowledge-intensive activity, and learning in the context of activity, be it in educational, professional or everyday life settings?

I have served the scientific community in HCI and educational technology as an evaluator of research programs, grants and study programs; in editorial and organisational roles for instance at the ACM CHI, ACM Mensch und Computer and EC-TEL; as a special issue editor at renowned journals like the IEEE Transactions on Technologies for Learning and the British Journal of Educational Technology; and as a member of international boards for instance as the president of the International Alliance to Advance Learning in the Digital Era, and the secretary for the European Association of Technology-Enhanced Learning.

I regularly engage in scientific outreach via talks or articles directed to a general audience. Examples (all in German) are my blog series on digitalisation and interaction hosted by derStandard, an Austrian daily newspaper; my article on the need to consider socio-technical systems when talking about ethics in relationship to AI published at the Falter, an Austrian weekly magazine; or my talk about AI, knowledge and the development of expertise in a Business Brunch.

Research Questions:

• Language-based interaction: How can language-based technology scaffold, feedback, and facilitate thinking and learning?
  Conversational agents, language-based interaction, voice-based interaction, AI in education, educational technology, HCI
• Computer-mediated work beyond productivity: How can technology be designed to serve productivity in parallel to purposes beyond, such as learning, satisfaction and well-being?
  Computer-supported (collaborative) work, human-engaged computing, positive computing, HCI, professional technology-enhanced learning
• Learning analytics and adaptive learning guidance: How can activity log data as well as qualitative user data be used to understand learning processes, and to drive adaptive reflection and learning guidance?
  AI in education, learning analytics, educational technology, workplace learning analytics, professional technology-enhanced learning
• Design and Innovation: How can design and innovation methods incorporate socio-technical considerations, and address different stakeholders' needs and interests?
  Socio-technical and responsible design, business model innovation

Selected Publications

1. CreAItive Collaboration? Users' Misjudgment of AI-Creativity Affects Their Collaborative Performance
   Bangerl, Disch, David & Pammer-Schindler. Accepted for publication at CHI 2025. A* Conference
2. Facilitating the Learning Engineering Process for Educational Conversational Modules using Transformer-based Language Models.
   Mirzababaei & Pammer-Schindler (2024). IEEE Transactions on Learning Technologies. IF=3.7/Q1 DOI: https://doi.org/10.1109/TLT.2024.3367738
3. Towards Principles for a Data-Driven Business Model Innovation Process - A Design Science Case Study.
   Fruhwirth & Pammer-Schindler (2023). Proceedings of the 36th Bled eConference. Outstanding paper award.
4. A Script for Conversational Reflection Guidance: A Field Study on Developing Reflection Competence with Apprentices.
   Wolfbauer, Pammer-Schindler, Maitz & Rosé (2022). IEEE Transactions on Learning Technologies, Vol. 15, No. 5, p. 554-566. IF=4.433 DOI: https://doi.org/10.1109/TLT.2022.3207226
5. Designing for Knowledge Construction to Facilitate the Uptake of Open Science: Laying out the Design Space.
   Disch, Fessl & Pammer-Schindler (2022) ACM Conf. on Human-Computer Interaction (CHI 2022). A* Conference DOI: https://doi.org/10.1145/3491102.3517450
6. The Reflection Object: An Activity-Theory Informed Concept for Designing for Reflection.
   Pammer-Schindler & Prilla (2021). Interacting with Computers IF=1.174 DOI: https://doi.org/10.1093/iwc/iwab027
7. Data-Related Ethics Issues in Technologies for Informal Professional Learning.
   Pammer-Schindler & Rosé (2021). International Journal of Artificial Intelligence in Education. Q1 / IF=4.08 DOI:https://doi.org/10.1007/s40593-021-00259-x
8. Planting the Seed of Positive Human-IoT Interaction.
   Barreiros, Pammer-Schindler & Veas (2019). International Journal of Human-Computer Interaction, Taylor & Francis IF=1.354 DOI: https://doi.org/10.1080/10447318.2019.1642674
9. Introducing Mood Self-Tracking at Work: Empirical Insights from Call Centers.
   Rivera-Pelayo, Fessl, Müller, Pammer (2019). ACM Transactions of Computer-Human Interaction, Vol. 24, No 3, IF=1.293 DOI: https://doi.org/10.1145/3014058
10. In-app Reflection Guidance: Lessons Learned across Four Field Trials at the Workplace.
    Fessl, Wesiak, Rivera-Pelayo, Feyertag, Pammer (2017). IEEE Transactions on Learning Technologies, Vol 10/4, pp 488. IF=2,267 DOI: https://doi.org/10.1109/TLT.2017.2708097

Full list of Publications

See also my research profiles at Google Scholar, at ResearchGate, and my OrcID.

List of Invited Talks

CV:

Short CV from November 2023.

Contact:

• TUGraz Online card - my official contact site at Graz University of Technology
• Twitter, HCI.social (Mastodon) - irregular activity
• Website - overview of my research and teaching activities, CV, list of publications