Logo des Repositoriums

Auflistung nach Schlagwort "Learning"

1 - 10 von 22
  • Konferenzbeitrag
    5Code – An Integrated Programming Environment for Beginners
    (i-com: Vol. 15, No. 1, 2016) Dahm, Markus; Barnjak, Frano; Heilemann, Moritz
    Based on experience in teaching programming, we developed the integrated development environment (IDE) 5Code especially to support beginners. As a first step, a simple, understandable formula was developed how to advance from the problem to the program in 5 operative steps: In order to reduce the cognitive load of the learners effectively, 5Code was designed such that all 5 steps are permanently presented, accessible and executable. Thus, learners are provided with the entire programming context from presentation of the task via own notes and annotations to the code area. Learners can mark and annotate any part of the given task’s text; these annotations can be edited as notes with own comments. Furthermore, the notes can be dragged into the code area, where they are shown as comments in the coding language. Any modifications in the comments are synchronized between notes and code. 5Code is implemented as a web-application. It is used in university introductory courses on object oriented programming.
  • Zeitschriftenartikel
    Agiles Studieren – ein Modell für hybride Präsenz‑/Onlinelehre
    (HMD Praxis der Wirtschaftsinformatik: Vol. 58, No. 6, 2021) Stern, Detlef
    Mit der Pandemiesituation ist es auch für Hochschulen notwendig geworden, flexiblere Lehrformen als die vorherrschende Präsenzlehre anzubieten. Der Umstellungsaufwand hin zu einer reinen digitalen Onlinelehre ist aber erheblich. Auch Studierende sind von diesen gravierenden Umständen betroffen und müssen ihre etablierten, teilweise sehr persönlichen Lernformen anpassen. Häufige Wechsel zwischen Präsenz- und Onlinelehre, zum Beispiel motiviert durch Änderungen der Pandemiesituation, erscheinen für alle Beteiligten nicht einfach. Ziel dieses Beitrags ist es, mit Agiles Studieren ein Lehr- und Lernformat vorzustellen, das digitales Lehren und Lernen in Präsenz- und Onlinelehre integriert. Der Beitrag gibt einen Überblick zu Prinzipien und Abläufe, wie auch zu Erfahrungen vor und während der Pandemiesituation, insbesondere zu Umstellungsaufwänden und Auswirkungen auf Lernergebnisse. Seit dem Wintersemester 2013/14 zunächst in der Präsenzlehre eingesetzt, konnte Agiles Studieren seine Leistungsfähigkeit auch in der Pandemiesituation unter Beweis stellen. Geringe Umstellungsaufwände, wie auch gleichbleibende Lernergebnisse trotz gravierender Änderungen im Umfeld, sind zentrale Ergebnisse. The pandemic situation has made it necessary for universities to offer more flexible forms of teaching than the predominant face-to-face teaching. However, the effort required to switch to digital online teaching is considerable. Additionally, students are affected by these serious circumstances and have to adapt their established learning methods. Frequent changes between face-to-face and online teaching, for example motivated by changes in the pandemic situation, are thus not easy to manage. The aim of this paper is to present Studying Agile (Agiles Studieren) , a teaching and learning format that integrates digital teaching and learning with face-to-face and online teaching. This article provides an overview of principles and processes, as well as of experiences before and during the pandemic situation, in particular of conversion efforts and effects on learning outcomes. Initially used in face-to-face teaching since winter semester 2013/14, Studying Agile was able to prove its efficiency also in the pandemic situation. Low conversion costs to initiate Studying Agile and consistent learning outcomes despite serious changes in the environment are some key results.
  • Konferenzbeitrag
    Beyond Textbooks: A Study on Supporting Learning of Molecule Naming in a Virtual Reality Environment
    (Proceedings of Mensch und Computer 2024, 2024) Disch, Leonie; Überreiter, Sebastian; Pammer-Schindler, Viktoria
    Virtual reality (VR) applications promise to enhance learning experiences, with literature emphasizing game-based components, immersiveness, and exploration of inaccessible scenarios. However, effective learning through VR applications depends on technology design. This within-subjects study investigates a VR application targeted to learning molecule naming, following design principles for VR and knowledge construction. Our results show that participants (n=20) had a positive direct learning effect, as they scored significantly better in a knowledge test on molecule naming directly after the intervention compared to before. Further, a sustainable learning effect could be shown, as scores in the knowledge test after three weeks were significantly better than those before the intervention but did not differ from those directly after the intervention. Our contribution is demonstrating design guidelines for learning and knowledge construction in VR, specifically for chemistry, and showing that following such guidelines leads to an application that effectively supports learning.
  • 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
    Cognition and experience of employees in digital work environments
    (WM 2019 - Wissensmanagement in digitalen Arbeitswelten: Aktuelle Ansätze und Perspektiven - Knowledge Management in Digital Workplace Environments: State of the Art and Outlook, 2020) Leyer, Michael; Strohhecker, Jürgen
    Digital work environments are changing the learning experiences for employees. We provide an explanation on how the mechanisms of cognition and experience are connected and affected. First-order learning is reduced by machines which negative effects for second-order learning of employees. The analysis is a first step towards balancing digital support and experiences.
  • Workshopbeitrag
    Entwicklung eines Manifests für spielifizierte Hochschullehre
    (Mensch und Computer 2017 - Tagungsband, 2017) Bartel, Alexander; Soska, Alexander; Wolff, Christian; Hagel, Georg; Mottok, Jürgen
    In dieser Veröffentlichung präsentieren die Autoren erste Ergebnisse Ihrer Forschungsarbeit an einem Manifest für spielifizierte Hochschullehre. Ausgehend von einer Literaturrecherche über den aktuellen Forschungsstand werden erste Auszüge der aktuellen Arbeit dargestellt, auf deren Basis ein aktiver wissenschaftlicher Diskurs angeregt werden soll.
  • Konferenzbeitrag
    The Heb@AR App – Five Augmented Reality Trainings for Self-Directed Learning in Academic Midwifery Education
    (20. Fachtagung Bildungstechnologien (DELFI), 2022) Blattgerste,Jonas; Vogel, Kristina; Lewa, Carmen; Willmeroth, Tabea; Joswig, Matthias; Schäfer, Thorsten; Bauer, Nicola H.; Bernloehr, Annette; Pfeiffer, Thies
    The academization of midwifery education entails novel challenges. To second the transition process, the Heb@AR App is an innovative Augmented Reality (AR) training application. It is currently being deployed for self-directed and curricular on-site learning in several midwifery degree programs in Germany. The aim is to strengthen students’ practical competencies, especially for emergency situations. Hereby, the Heb@AR App is available through the app store on handheld (Android & iOS) devices for free and currently offers five midwifery-specific training scenarios.
  • Zeitschriftenartikel
    How Rich Motor Skills Empower Robots at Last: Insights and Progress of the AMARSi Project
    (KI - Künstliche Intelligenz: Vol. 26, No. 4, 2012) Soltoggio, Andrea; Steil, Jochen J.
    Flexible, robust, precise, adaptive, compliant and safe: these are some of the qualities robots must have to interact safely and productively with humans. Yet robots are still nowadays perceived as too rigid, clumsy and not sufficiently adaptive to work efficiently in interaction with people. The AMARSi Project endeavors to design and implement rich motor skills, unique flexibility, compliance and state-of-the-art learning in robots. Inspired by human-recorded motion and learning behavior, similarly versatile and constantly adaptive movements and skills endow robots with singularly human-like motor dynamics and learning. The AMARSi challenge is to integrate novel biological notions, advanced learning algorithms and cutting-edge compliant mechanics in the design of fully-fledged humanoid and quadruped robots with an unprecedented aptitude for integrating in our environments.
  • Konferenzbeitrag
    How should we teach chatbot interaction to students? A pilot study on perceived affordances and chatbot interaction patterns in an authentic K-12 setting
    (Proceedings of DELFI Workshops 2024, 2024) Klar, Maria
    Understanding how to use generative AI can greatly benefit the learning process. Despite available concepts for teaching “how to prompt”, little empirical evidence exists on students’ current micro-level chatbot use that would justify a need for instruction on how to prompt. This pilot study investigates students’ chatbot use in an authentic setting. Findings reveal general interaction patterns, including a notable lack of conversational patterns, indicating an underutilization of this central chatbot capability. However, despite having no formal instruction, some students discovered specific chatbot affordances. While basic prompting skills are displayed or acquired during exploration, explicit training on effective chatbot interaction could enhance skillful chatbot use. This training should integrate cognitive and metacognitive strategies as well as technological knowledge, helping students leverage the technology’s full potential.
  • Konferenzbeitrag
    A Human-Centered Design Process for an Augmented Reality based Training System
    (Mensch und Computer 2019 - Tagungsband, 2019) Sezgin, Abdullah
    The purpose of this paper is to present a research proposal for an AR-based assembly training system. Findings from previous user studies on AR-based assembly training and its limitations are analyzed. Research questions are drafted and a research proposal for future research of an AR-based assembly training within the frame of a user study is presented. An iterative human-centered design process is proposed that integrates both production employees as well as training content creators (e.g. trainers or foremen) as end users in a co-creation process of an industrial assembly training system, which has not been done in previous studies. Including user groups in the early stages of the process will help to understand different user needs and requirements for an AR-based assembly training system that will be evaluated in an industrial training setting. A co-creation process according to the Design Sprint is proposed to integrate different key users in the development process of the AR-based assembly system. The final aim of this research project is to gain insights of how an assembly training system should be designed in order to create real value for the different users and the business.