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Auflistung nach Schlagwort "Education"

1 - 10 von 36
  • Konferenzbeitrag
    360-degree Models in Environmental Engineering Education: an Explorative Case Study
    (DELFI 2020 – Die 18. Fachtagung Bildungstechnologien der Gesellschaft für Informatik e.V., 2020) Wolf, Mario; Söbke, Heinrich; Wehking, Florian; Hörnlein, Stefanie
    360-degree models are defined as the algorithmic merging of multiple 360-degree images of an enclosed space creating a single visual model of the space that can be viewed from various positions within the space. As means of virtual reality, 360-degree models can be understood as a medium with impact on learning. Aiming at evaluating the educational potential of 360-degree models in the field of environmental engineering, an explorative pilot study featuring an innovative sanitation system has been conducted (N=17). Quantitative measurements of motivation, emotion and usability show positive results. Guided interviews revealed both key points and problems to be addressed. Although the learning efficiency is still to be validated, the study renders 360-degree models as promising learning tools that might enrich tertiary education in environmental engineering.
  • Zeitschriftenartikel
    A Differentiated Discussion About AI Education K-12
    (KI - Künstliche Intelligenz: Vol. 35, No. 2, 2021) Steinbauer, Gerald; Kandlhofer, Martin; Chklovski, Tara; Heintz, Fredrik; Koenig, Sven
    AI Education for K-12 and in particular AI literacy gained huge interest recently due to the significantly influence in daily life, society, and economy. In this paper we discuss this topic of early AI education along four dimensions: (1) formal versus informal education, (2) cooperation of researchers in AI and education, (3) the level of education, and (4) concepts and tools.
  • Konferenzbeitrag
    A Matter of Identity? Designing Personas for the Development of Makerspaces for Girls with Migration Background Considering Complex Social Identities
    (Mensch und Computer 2021 - Tagungsband, 2021) Pröbster, Monika; Marsden, Nicola
    Die vorliegende Studie befasst sich mit der Erstellung von Personas unter Berücksichtigung komplexer sozialer Identitäten im Rahmen einer Anforderungsanalyse für die partizipative Entwicklung von Makerspaces für Mädchen mit Migrationshintergund im Alter von 10-16 Jahren. Makerspaces bieten insbesondere Kindern und Jugendlichen eine anschauliche Zugangsmöglichkeit zu MINT-Themen. Jedoch erreichen diese Angebote Mädchen mit Migrationshintergrund bisher nur ungenügend. Mittels teilstrukturierter Interviews mit zehn Mädchen im Alter von 10-14 Jahren wurden Daten über die Zielgruppe erfasst und in einem mehrstufigen Prozess unter Berücksichtigung komplexer sozialer Identitäten vier Identitätsstrukturen identifiziert. Auf dieser Basis wurden vier Personas entwickelt. Der Prozess der Personaerstellung wird beispielhaft dargestellt und die weitere Verwendung der Personas im Kontext „MINT-Bildung/Makerspaces“ diskutiert.
  • Zeitschriftenartikel
    Automated Assessment of Conceptual Models in Education
    (Enterprise Modelling and Information Systems Architectures (EMISAJ) – International Journal of Conceptual Modeling: Vol. 15, Nr. 2, 2023) Meike Ullrich, Constantin Houy
    In Computer Science, Software Engineering, Business Informatics or Information Systems, conceptual modeling is an important tool and as such also contained in the respective curricular recommendations. Especially in large university courses, an automated assessment of models can improve the quality of teaching and learning. While there are many different approaches to automatically assess conceptual models, these approaches, however, often only tackle a single aspect or a single type of conceptual model. In this paper, we aim to take a comprehensive perspective on the topic and shed light on the current state of the art and technique. Furthermore, as assessment approaches have to be developed in accordance with appropriate teaching or learning activities and desired learning outcomes, we inquire in which settings automated assessment approaches are included and to which extent didactic aspects are taken into account. To this end, we have conducted a systematic literature review in which we identified 110 relevant publications on the topic which we have analyzed in a structured way. The results provide answers to five relevant research questions and pinpoint open issues which should be inquired in further research.
  • Konferenzbeitrag
    „Be my Mate!“ – Eine Vision für das Schulbuch der Zukunft
    (Mensch und Computer 2015 – Usability Professionals, 2015) Flechtner, Rahel; Schäfer, Johannes; Schmid-Wohlleber, Bernhard
  • Konferenzbeitrag
    Challenges and Opportunities of Mixed Reality Systems in Education
    (Mensch und Computer 2018 - Workshopband, 2018) Knierim, Pascal; Kosch, Thomas; Hoppe, Matthias; Schmidt, Albrecht
    Mixed reality gained much research attention in recent years due to the availability of capable hardware. Current smartphones allow people to immerse themselves in virtual worlds or explore digital artifacts through augmented reality applications. Schools, universities, and other educational establishment have started to equip students and pupils with tablets potentially capable of presenting mixed reality content. However, the development of compelling mixed reality applications that foster enhanced knowledge transfer lags behind. While the availability of mixed reality hardware offers new opportunities, it also creates challenges for content creators and educators. We discuss these challenges and opportunities and suggest directions for future research. We consider mixed reality as a chance to foster supportive and personalized learning experiences for everyone.
  • Konferenzbeitrag
    A Children's Toy for Learning AI
    (Mensch und Computer 2019 - Tagungsband, 2019) Scheidt, Alexander; Pulver, Tim
    Here we present Any-Cubes, a prototype toy with which children can intuitively and playfully explore and understand machine learning as well as Internet of Things technology. Our prototype is a combination of deep learning-based image classification [9] and machine-to-machine (m2m) communication via MQTT. The system consists of two physical and tangible wooden cubes. Cube 1 ("sensor cube") is inspired by Google’s teachable machine [11,12]. The sensor cube can be trained on any object or scenery. The machine learning functionality is directly implemented on the microcontroller (Raspberry Pi) by a Google Edge TPU Stick. Via MQTT protocol, the microcontroller sends its current status to Cube 2, the actuator cube. The actuator cube provides three switches (relays controlled by an Arduino board) to which peripheral devices can be connected. This allows simple if-then functions to be executed in real time, regardless of location. We envision our system as an intuitive didactic tool for schools and maker spaces.
  • Textdokument
    Competence Developing Games
    (INFORMATIK 2017, 2017) Wolf, Martin R.; König, Johannes A.
  • Konferenzbeitrag
    A Conceptual Framework to Transform Coding Education in Times of Generative AI
    (Software Engineering im Unterricht der Hochschulen 2024, 2024) Bente, Stefan; Randall, Natasha; Wäckerle, Dennis
    In light of the rising ubiquity and accessibility of AI tools, software engineering curricula must be adapted in response, particularly with regards to coding education. We propose an extension to Bloom's Revised Taxonomy, enhanced to a second dimension that represents the scope and complexity of coding tasks. The path that a computer science study program typically follows can be mapped onto these dimensions, and evaluated in the context of generative AI tool use, which falls into three core stages. AI should be initially banned, then made an explicit part of coding education, and finally ...
  • Konferenzbeitrag
    Designing Pedagogical Conversational Agents in Virtual Worlds
    (21. Fachtagung Bildungstechnologien (DELFI), 2023) Khosrawi-Rad, Bijan; Rinn, Heidi; Augenstein, Dominik; Markgraf, Daniel; Robra-Bissantz, Susanne
    Pedagogical conversational agents (PCAs) are intelligent dialog systems that can support students as chatbots or voice assistants. However, many users find interactions with PCAs less engaging. One solution to increase learners’ engagement is to embed the PCA in a virtual world, e.g., as a humanoid avatar that facilitates collaborative learning. Such a learning setting could be beneficial because virtual worlds positively affect fun and immersion. In this paper, we derive prescriptive design knowledge for PCAs in virtual worlds based on the results of nine expert interviews synthesized with findings from the literature. This design knowledge aims to enable the meaningful design of PCAs in virtual worlds. We contribute to research and practice by demonstrating how PCAs in virtual worlds can be designed to increase students' motivation to learn.