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Auflistung nach Autor:in "Othlinghaus, Julia"

1 - 4 von 4
  • Konferenzbeitrag
    CuCoMaG - Group Reflection Support in Role-Playing Environments
    (DeLFI 2016 -- Die 14. E-Learning Fachtagung Informatik, 2016) Doberstein, Dorian; Agreiter, Nadja; Bäumer, Marco; Cui, Menglu; Abdollahzadegan, Shaghayegh; Heidari, Diba; Jiang, Nan; Mentzel, Markus; Zhang, Huangpan; Zheng, Hao; Othlinghaus, Julia; Hoppe, H. Ulrich
  • Konferenzbeitrag
    Intergenerational Play: Exploring the Needs of Children and Elderly
    (Workshop-Proceedings der Tagung Mensch & Computer 2011. überMEDIEN|ÜBERmorgen, 2011) Othlinghaus, Julia; Gerling, Kathrin Maria; Masuch, Maic
    Designers of intergenerational video games face distinctive challenges due to particularly diverse target audiences - many design principles and guidelines used for one target group cannot be applied to the other, and vice versa, because needs and cognitive or physical abilities of children, adults and senior citizens differ substantially. In this paper, we analyze characteristics of children and senior citizens to summarize similarities, and examine existing approaches towards intergenerational play to provide an overview of design opportunities to suit the needs of children and older adults.
  • Konferenzbeitrag
    Learning by Tagging – Supporting Constructive Learning in Video-Based Environments
    (DeLFI 2018 - Die 16. E-Learning Fachtagung Informatik, 2018) Harbarth, Lydia; Delsing, Svea; Richtscheid, Florian; Yücepur, Volkan; Feldmann, Florian; Akhavanfarm, Milad; Manske, Sven; Othlinghaus, Julia; Hoppe, H. Ulrich
    Using video-based learning materials is a common practice in online learning scenarios today. However, the passive consumption of educational video resources tends to go with low engagement of the learners. Adding interactive features to videos might have the potential to overcome this deficit and might lead to more active learning. We have developed an integrated learning flow that incorporates four interactive features supporting constructive learning: video tagging, flashcards, concept maps, and in-video quizzes. We integrated these features into an exisiting blended learning course and evaluated their respective adoption and acceptance in a user study to gain first insights into the general motivation to use the employed features for individual learning.
  • Konferenzbeitrag
    Towards a Game-Based Programming Learning Environment for Kids
    (Mensch & Computer 2011: überMEDIEN|ÜBERmorgen, 2011) Schmidt, Ralf; Masuch, Maic; Othlinghaus, Julia
    In this paper we describe our vision of an engaging, game-based programming learning environment for novice learners aged 10 to 13. We aim to support class teaching situations until pupils reach an advanced level of knowledge, allowing for a smooth transition to general purpose languages. As a first hands-on approach, the prototype “Plumps” is presented, which features scenarios with goal-based didactics as well as selected aspects of a comprehensive game-based motivational concept. We further discuss the positive and constructive feedback of an informal evaluation carried out among 21 secondary school children to assess the general acceptance. Finally, we conclude with a reflection and discuss next steps towards a further multidisciplinary research and development.