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Die Lehre von Datenbanksystemen kann durch interaktive Lehr- und Lernmaterialien ergänzt werden, um Studierende besser an die Themenbereiche heranzuführen. Diese Arbeit dokumentiert die systematisch durchgeführte Recherche interaktiver
Materialien und stellt die Rechercheergebnisse vor. Dabei wurden sowohl einzelne Anwendungen als auch wissenschaftliche Veröffentlichungen berücksichtigt. Von den insgesamt 59 gefundenen Materialien wurde eine Handvoll zur näheren Betrachtung ausgewählt. Im Detail wird auf deren Zielsetzung, Umsetzung und die Bedienung eingegangen. Die Materialien befassen sich mit den Themenbereichen SQL, ERM/UML, Normalisierung, Relationale Algebra und Weiteren. Auch bei der Umsetzung sind Unterschiede hinsichtlich der Herangehensweise und der ausgewählten Lernmethoden ersichtlich. Im Rahmen wissenschaftlicher Veröffentlichungen wurden Experimente mit Studierenden durchgeführt und deren Lernfortschritt ausgewertet. Aus dem Feedback ist ein grundsätzliches Interesse an interaktiven Lernmaterialien zu erkennen. Gleichzeitig konnten Studierende mithilfe dieser Materialien in Tests bessere Ergebnisse erzielen.
Through constant technical progress, multi-user virtual reality is transforming towards a social activity that is no longer only used by remote users, but also in large-scale location-based experiences. We evaluate the usage of realtime-tracked avatars in co-located business-oriented applications in a "guide-user-scenario" in comparison to audio only instructions. The present study examined the effect of an avatar-guide on the user-related factors of Spatial Presence, Social Presence, User Experience and Task Load in order to propose design guidelines for co-located collaborative immersive virtual environments. Therefore, an application was developed and a user study with 40 participants was conducted in order to compare both guiding techniques of a realtime-tracked avatar guide and a non-visualised guide with otherwise constant conditions. Results reveal that the avatar-guide enhanced and stimulated communicative processes while facilitating interaction possibilities and creating a higher sense of mental immersion for users. Furthermore, the avatar-guide appeared to make the storyline more engaging and exciting while helping users adapt to the medium of virtual reality. Even though no assertion could be made concerning the Task Load factor, the avatar-guide achieved a higher subjective value on User Experience. Due to the results, avatars can be considered valuable social elements in the design of future co-located collaborative virtual environments.
The article discusses the question of “How to convey the experience in a virtual environment to third parties?” and explains the different technical implementations which can be used for live streaming and recording of a mixed reality experience. The real-world applications of our approach include education, entertainment, e- sports, tutorials, and cinematic trailers, which can benefit from our research by finding a suitable solution for their needs. We explain and outline our Mixed Reality systems as well as discuss the experience of recorded demonstrations of different VR applications, including the need for calibrated camera lens parameters based on realtime encoder values.
The task of the Center for Language Research is to provide content-based English language instruction for students of computer science and engineering. As such, we find ourselves at the confluence of many of the streams currently running through the English Language Teaching profession, including English for Science and Technology (EST), English for Academic Purposes (EAP), English for Specific Purposes (ESP), Computer-assisted language learning (CALL), content-based instruction, and multimedia applications in foreign language pedagogy. This paper describes our initial attempts to construct a number of World Wide Web pages where students will be able to study EST, EAP, and computer science topics on their own in a multimedia environment.