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Auflistung nach Schlagwort "education"

1 - 8 von 8
  • Zeitschriftenartikel
    Begreifbare Learning Environments - A Framework of Interaction Design for Reflective Experience
    (i-com: Vol. 17, No. 3, 2018) Robben, Bernard; Herzig, Bardo; Klar, Tilman-Mathies; Schelhowe, Heidi
    We propose a framework of Interaction Design for Reflective Experience (RED). “Begreifbare” (graspable, in the sense of tangible and comprehensible) learning environments embody a designed experience that combines abstraction and concreteness, perception and cognition, and thus emphasizes both the impact of tangible, embodied interactions and the importance of symbols and signs for reflective experience. Our framework is based on the categories of space and experience, model and reflection.
  • Magazinartikel
    Das Beste aus beiden Welten
    (.inf: Vol. 1, No. 2, 2023) Resch, Alexandra; Kapra, Maximilian
    Maximilian Kapra hat sich zwischen Praxis und Theorie nie entscheiden müssen: Als dualer Student macht er neben seinem Bachelor in Informatik an der Hochschule München auch noch eine Ausbildung zum Fachinformatiker – Systemintegration im IT-Sicherheitsunternehmen genua. Im Interview spricht er über seine Erfahrungen und seine Pläne für die Zukunft.
  • Workshopbeitrag
    Demystifying Deep Learning: A Learning Application for Beginners to Gain Practical Experience
    (Mensch und Computer 2020 - Workshopband, 2020) Schultze, Sven; Gruenefeld, Uwe; Boll, Susanne
    Deep learning has revolutionized machine learning, enhancing our ability to solve complex computational problems. From image classification to speech recognition, the technology can be beneficial in a broad range of scenarios. However, the barrier to entry is quite high, especially when programming skills are missing. In this paper, we present the development of a learning application for beginners that is easy to use, yet powerful enough to solve practical deep learning problems.We followed the human-centered design approach and conducted a technical evaluation to identify solvable classification problems. In the future, we plan to conduct a user study to evaluate our learning application online.
  • Zeitschriftenartikel
    Demystifying Deep Learning: Developing and Evaluating a User-Centered Learning App for Beginners to Gain Practical Experience
    (i-com: Vol. 19, No. 3, 2021) Schultze, Sven; Gruenefeld, Uwe; Boll, Susanne
    Deep Learning has revolutionized Machine Learning, enhancing our ability to solve complex computational problems. From image classification to speech recognition, the technology can be beneficial in a broad range of scenarios. However, the barrier to entry is quite high, especially when programming skills are missing. In this paper, we present the development of a learning application that is easy to use, yet powerful enough to solve practical Deep Learning problems. We followed the human-centered design approach and conducted a technical evaluation to identify solvable classification problems. Afterwards, we conducted an online user evaluation to gain insights on users’ experience with the app, and to understand positive as well as negative aspects of our implemented concept. Our results show that participants liked using the app and found it useful, especially for beginners. Nonetheless, future iterations of the learning app should step-wise include more features to support advancing users.
  • Workshopbeitrag
    Designing Tools To Improve Collaborative Interaction in a VR Environment for Teaching Geosciences Interpretation
    (Mensch und Computer 2020 - Workshopband, 2020) Woodworth, Jason; Broussard, David; Borst, Christoph
    We discuss practical and theoretical solutions to problems that arose during the development of a collaborative VR application in which a teacher guides students through visualization and interactive interpretation of a geological dataset. To provide access to a large number of tools, we introduced a dashboard-style menu that rotates and moves to follow the user through the environment. We expect users to need good awareness of each other in the virtual environment, and especially to understand each other’s attention to specific terrain surface features or annotations. For this, we display an eye gaze cue on the visualized terrain and visually tether a nametag widget on the dashboard to each user’s avatar. Results of an initial usability review, involving an expert geologist guiding students, show promise for sharing eye gaze with a gaze trail as a basic method for understanding attention. Other tested indicators of avatar location or view appeared less important during the terrain feature presentation and interpretation.We additionally summarize ongoing work to enhance collaborative awareness through other eye tracking metrics and physiological data.
  • Konferenzbeitrag
    Developing a Personalized Study Program Recommender
    (Proceedings of DELFI Workshops 2024, 2024) Scheffler, Marc; Dieing, Thilo I.; Cohausz, Lea
    This paper presents a recommender system designed to match prospective students with study programs in Baden-Württemberg, Germany, streamlining the selection process by providing personalized recommendations based on user queries. Utilizing data from approximately 1,500 study programs and employing natural language processing and machine learning techniques, specifically the German fastText model for word embeddings, our system captures the semantic relationships between user queries and program descriptions. We evaluated the system’s performance using both manual test cases and automated validation methods. The manual evaluation involved subjective assessments by multiple raters, while the automated approach utilized self-supervised keyword-based approaches. The results demonstrate the system’s effectiveness in enhancing the study program selection process.
  • Konferenzbeitrag
    Horst - The teaching frog: learning the anatomy of a frog using tangible AR
    (Mensch und Computer 2020 - Tagungsband, 2020) Oberdörfer, Sebastian; Elsässer, Anne; Schraudt, David; Grafe, Silke; Latoschik, Marc Erich
    Learning environments targeting Augmented Reality (AR) visualize complex facts, can increase a learner's motivation, and allow for the application of learning contents. When using tangible user interfaces, the learning process receives a physical aspect improving the overall intuitiveness. We present a tangible AR system targeting the learning of a frog's anatomy. The learning environment bases on a plushfrog containing removable markers. Detecting the markers, replaces them with 3D models of the organs. By extracting individual organs, learners can inspect them up close and learn more about their functions. Our AR frog further includes a quiz for a self-assessment of the learning progress and a gamification system to raise the overall motivation.
  • Workshopbeitrag
    Playful, collaborative approaches to 3D modeling and 3D printing
    (Mensch & Computer 2014 - Tagungsband, 2014) von Rekowski, Thomas; Boden, Alexander; Stickel, Oliver; Hornung, Dominik; Stevens, Gunnar
    Cheaper and more prevalent 3D printing technology offers new and emerging opportunities for non-experts to make and produce their very own physical items and products. However, most 3D modeling software is still geared towards experts and not as inclusive as the printing technology itself. At the same time, tools are usually limited in their possibilities for collaboration. Against this backdrop, we are conducting qualitative studies with children in Germany and Palestine on practices of co-constructive 3D modeling in virtual worlds. We aim to understand how children negotiate and cooperate on joint projects and how to lead non-experts playfully into 3D modeling. For this, we utilize the game Minecraft as well as the similar browser-based tool Cubeteam. In this paper, we present first results as well as design implications for co-constructive 3D modeling tools.