STEM students in LMS-supported courses often face self-regulation challenges and avoid seeking help online despite high motivation. Existing learning analytics (LA) interventions frequently fail to address these issues, as they are not grounded in students’ behavioral and psychological barriers. This paper presents a sequential mixed-methods study (N=106, n=14) investigating self-regulation, motivation, and support behavior alongside academic stress areas (self-study, exam preparation, group work, instructor interaction) across four STEM courses. Findings reveal a disconnect between strategic knowledge and implementation, driven by procrastination and fear of appearing incompetent in public forums. Based on these results, we derive six design principles for LA-based digital nudging interventions, such as structured re-entry points after inactivity and just-in-time reminders keyed to temporal risk. Each principle is aligned with specific LMS log data and behavioral mechanisms. The resulting framework translates empirically identified student challenges into log-data-based design requirements for scalable and ethically grounded nudging interventions in LMS.

The workplace is becoming increasingly mobile, as more and more employees regularly work from their home office, spend a lot of time travelling, work on-site at their customers’ place, and use laptops and mobile devices such as smartphones and tablets instead of classical desktop computers. However, while research and checklists on how to create an ergonomic office are readily available, less is known about how the ‘mobile workplace’ should be designed to reduce strains and stress resulting from unfavourable workplace conditions, non-ergonomic equipment or devices, extensive travelling, or work-home interference. In this paper we present the results of an empirical study on the ergonomic requirements of mobile workers. Based on this, we present the ‘Ergonomics Coach’, a prototype of an online coaching application with helpful information and exercises adapted to the mobile workplace.

Causal Attribution research deals with the explanations people find in situations of success and failure for why things happened the way they did, and the extent of control they feel to have over the situation. Attributing success and failure differently has an impact on our emotions, our motivation, and behavior. However, so far research on computer-related attributions has not answered the question whether different attribution patterns influence system evaluation in usability tests. This question formed the basis for our investigation. Two standardized questionnaires were used to measure users' attribution patterns and users' system evaluations. The usability tests were conducted in our laboratory with N=51 participants. At large, our results suggest that there are notable influences of users' attribution patterns on their evaluation of system quality, especially in situations of success.

This paper examines WiInf-Central, the "virtual homeplace " of a student community at the University of Hamburg, focusing on the processes of social identity and community building. After a detailed description of WiInf-Central we review our theoretical approaches based on social-identity theory and communities of practice, then setting out our research questions and design. Subsequently we present and discuss our results, followed by some remarks on the theoretical and practical implications of our findings.