Walter, D., Schoormann, T., Eßmann, E. & Knackstedt, R. (2025). Software Features of Informal Care Apps. Workshop: Digital Health Perspectives – Bridging Healthcare, Technology and Society. 55. Jahrestagung der Gesellschaft für Informatik, Potsdam, Germany, forthcoming.

Abstract. Informal care apps, digital tools designed to support the delivery of care by non-professional caregivers such as family members or friends, are becoming increasingly important in healthcare practices worldwide. While prior research has primarily proposed literature-based design knowledge for such apps, little is known about their adoption in use. This is problematic as such apps are becoming crucial in healthcare practices worldwide. We systematically examined 34 apps through download and testing and mapped their features to existing design knowledge. Our findings illustrate software features from real-world apps and gaps between theory and practical implementations. Based on the overview of features, we derived a holistic framework for informal care apps that serves as a conceptual and structuring tool to support designers in making more informed design decisions and ultimately guide the development of digital solutions that better support users in performing care activities

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Di Maria, M., Steuck, P.-F.; Khosrawi-Rad, B., Bierschwale, D. (2025). Rethinking Digital Reading Support: Designing GenAI Companions for Unlearning Ineffective Reading Patterns. Workshop: Hochschule 2035. 55. Jahrestagung der Gesellschaft für Informatik, Potsdam, Germany, forthcoming.

Abstract. In an era of information overload, learners must not only acquire new knowledge but also learn to discard outdated or ineffective knowledge. A key challenge in higher education is that students apply everyday reading patterns ill-suited to academic texts. To address this, we present a virtual companion that supports students in identifying, reflecting on, and discarding ineffective reading patterns. The virtual companion supports unlearning ineffective reading patterns that hinder text understanding. Using a multi-step design science research approach, we derived design requirements from literature and empirical insights, implemented key features, and evaluated the virtual unlearning companion twice with students from diverse backgrounds. Our contribution is twofold: a digital tool to enhance hybrid learning environments and the advancement of unlearning as a meta-competence essential for continuous adaptation in higher education.