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Institute
- Fakultät IV - Wirtschaft und Informatik (68) (remove)
During the Corona-Pandemic, information (e.g. from the analysis of balance sheets and payment behavior) traditionally used for corporate credit risk analysis became less valuable because it represents only past circumstances. Therefore, the use of currently published data from social media platforms, which have shown to contain valuable information regarding the financial stability of companies, should be evaluated. In this data e. g. additional information from disappointed employees or customers can be present. In order to analyze in how far this data can improve the information base for corporate credit risk assessment, Twitter data regarding the ten greatest insolvencies of German companies in 2020 and solvent counterparts is analyzed in this paper. The results from t-tests show, that sentiment before the insolvencies is significantly worse than in the comparison group which is in alignment with previously conducted research endeavors. Furthermore, companies can be classified as prospectively solvent or insolvent with up to 70% accuracy by applying the k-nearest-neighbor algorithm to monthly aggregated sentiment scores. No significant differences in the number of Tweets for both groups can be proven, which is in contrast to findings from studies which were conducted before the Corona-Pandemic. The results can be utilized by practitioners and scientists in order to improve decision support systems in the domain of corporate credit risk analysis. From a scientific point of view, the results show, that the information asymmetry between lenders and borrowers in credit relationships, which are principals and agents according to the principal-agent-theory, can be reduced based on user generated content from social media platforms. In future studies, it should be evaluated in how far the data can be integrated in established processes for credit decision making. Furthermore, additional social media platforms as well as samples of companies should be analyzed. Lastly, the authenticity of user generated contend should be taken into account in order to ensure, that credit decisions rely on truthful information only.
In this paper we describe the selection of a modern build automation tool for an industry research partner of ours, namely an insurance company. Build automation has become increasingly important over the years. Today, build automation became one of the central concepts in topics such as cloud native development based on microservices and DevOps. Since more and more products for build automation have entered the market and existing tools have changed their functional scope, there is nowadays a large number of tools on the market that differ greatly in their functional scope. Based on requirements from our partner company, a build server analysis was conducted. This paper presents our analysis requirements, a detailed look at one of the examined tools and a summarizes our comparison of all three tools from our final comparison round.
On November 30th, 2022, OpenAI released the large language model ChatGPT, an extension of GPT-3. The AI chatbot provides real-time communication in response to users’ requests. The quality of ChatGPT’s natural speaking answers marks a major shift in how we will use AI-generated information in our day-to-day lives. For a software engineering student, the use cases for ChatGPT are manifold: assessment preparation, translation, and creation of specified source code, to name a few. It can even handle more complex aspects of scientific writing, such as summarizing literature and paraphrasing text. Hence, this position paper addresses the need for discussion of potential approaches for integrating ChatGPT into higher education. Therefore, we focus on articles that address the effects of ChatGPT on higher education in the areas of software engineering and scientific writing. As ChatGPT was only recently released, there have been no peer-reviewed articles on the subject. Thus, we performed a structured grey literature review using Google Scholar to identify preprints of primary studies. In total, five out of 55 preprints are used for our analysis. Furthermore, we held informal discussions and talks with other lecturers and researchers and took into account the authors’ test results from using ChatGPT. We present five challenges and three opportunities for the higher education context that emerge from the release of ChatGPT. The main contribution of this paper is a proposal for how to integrate ChatGPT into higher education in four main areas.
We present an approach towards a data acquisition system for digital twins that uses a 5G net- work for data transmission and localization. The current hardware setup, which utilizes stereo vision and LiDAR for 3D mapping, is explained together with two recorded point cloud data sets. Furthermore, a resulting digital twin comprised of voxelized point cloud data is shown. Ideas for future applications and challenges regarding the system are discussed and an outlook on further development is given.
Autonomous and integrated passenger and freight transport (APFIT) is a promising approach to tackle both, traffic and last-mile-related issues such as environmental emissions, social and spatial conflicts or operational inefficiencies. By conducting an agent-based simulation, we shed light on this widely unexplored research topic and provide first indications regarding influential target figures of such a system in the rural area of Sarstedt, Germany. Our results show that larger fleets entail inefficiencies due to suboptimal utilization of monetary and material resources and increase traffic volume while higher amounts of unused vehicles may exacerbate spatial conflicts. Nevertheless, to fit the given demand within our study area, a comparatively large fleet of about 25 vehicles is necessary to provide reliable service, assuming maximum passenger waiting times of six minutes to the expense of higher standby times, rebalancing effort, and higher costs for vehicle acquisition and maintenance.
Companies worldwide have enabled their employees to work remotely as a consequence of the Covid 19 pandemic. Software development is a human-centered discipline and thrives on teamwork. Agile methods are focusing on several social aspects of software development. Software development teams in Germany were mainly co-located before the pandemic. This paper aims to validate the findings of existing studies by expanding on an existing multiple-case study. Therefore, we collected data by conducting semi-structured interviews, observing agile practices, and viewing project documents in three cases. Based on the results, we can confirm the following findings: 1) The teams rapidly adapted the agile practices and roles, 2) communication is more objective within the teams, 3) decreased social exchange between team members, 4) the expectation of a combined approach of remote and onsite work after the pandemic, 5) stable or increased (perceived) performance and 6) stable or increased well-being of team members.
Social skills are essential for a successful understanding of agile methods in software development. Several studies highlight the opportunities and advantages of integrating real-world projects and problems while collaborating with companies into higher education using agile methods. This integration comes with several opportunities and advantages for both the students and the company. The students are able to interact with real-world software development teams, analyze and understand their challenges and identify possible measures to tackle them. However, the integration of real-world problems and companies is complex and may come with a high effort in terms of coordination and preparation of the course. The challenges related to the interaction and communication with students are increased by virtual distance teaching during the Covid-19 pandemic as direct contact with students is missing. Also, we do not know how problem-based learning in virtual distance teaching is valued by the students. This paper presents our adapted eduScrum approach and learning outcome of integrating experiments with real-world software development teams from two companies into a Master of Science course organized in virtual distance teaching. The evaluation shows that students value analyzing real-world problems using agile methods. They highlight the interaction with real-world software development teams. Also, the students appreciate the organization of the course using an iterative approach with eduScrum. Based on our findings, we present four recommendations for the integration of agile methods and real world problems into higher education in virtual distance teaching settings. The results of our paper contribute to the practitioner and researcher/lecturer community, as we provide valuable insights how to fill the gap between practice and higher education in virtual distance settings.
Visual effects and elements in video games and interactive virtual environments can be applied to transfer (or delegate) non-visual perceptions (e.g. proprioception, presence, pain) to players and users, thus increasing perceptual diversity via the visual modality. Such elements or efects are referred to as visual delegates (VDs). Current fndings on the experiences that VDs can elicit relate to specifc VDs, not to VDs in general. Deductive and comprehensive VD evaluation frameworks are lacking. We analyzed VDs in video games to generalize VDs in terms of their visual properties. We conducted a systematic paper analysis to explore player and user experiences observed in association with specifc VDs in user studies. We conducted semi-structured interviews with expert players to determine their preferences and the impact of VD properties. The resulting VD framework (VD-frame) contributes to a more strategic approach to identifying the impact of VDs on player and user experiences.
Die Covid-19 Pandemie hat zu einem signifikanten Anstieg der Remote Work geführt. Die Veränderung in der Interaktion und Kollaboration ist für viele agile Teams eine Herausforderung gewesen. Diverse Studien zeigen unterschiedliche Effekte und Auswirkungen auf die Zusammenarbeit agiler Teams während der Pandemie. So ist die Kommunikation sachlicher und zielgerichteter geworden. Ebenso wird eine Verminderung des sozialen Austauschs in den Teams berichtet. Unser Artikel thematisiert die Veränderung der Interaktion in agilen Teams durch die Remote Work. Wir haben eine qualitative Fallstudie bei einem agilen Software-Entwicklungsteam bei Otto durchgeführt. Unsere Ergebnisse zeigen einen Zusammenhang zwischen den Auswirkungen auf die Interaktion und der persönlichen Autonomie der Team-Mitglieder. Darüber hinaus haben wir keine signifikanten negativen Effekte durch die veränderte Interaktion auf die agile Arbeitsweise festgestellt.
In 2020, the world changed due to the Covid 19 pandemic. Containment measures to reduce the spread of the virus were planned and implemented by many countries and companies. Worldwide, companies sent their employees to work from home. This change has led to significant challenges in teams that were co-located before the pandemic. Agile software development teams were affected by this switch, as agile methods focus on communication and collaboration. Research results have already been published on the challenges of switching to remote work and the effects on agile software development teams. This article presents a systematic literature review. We identified 12 relevant papers for our studies and analyzed them on detail. The results provide an overview how agile software development teams reacted to the switch to remote work, e.g., which agile practices they adapted. We also gained insights on the changes of the performance of agile software development teams and social effects on agile software development teams during the pandemic.