00 Informatik, Wissen, Systeme
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In this research, we investigate the possibility of applying ranking task activity in teaching and learning software engineering courses. We introduce three types of ranking tasks, conceptual-, contextual- and sequential ranking questions, which cover most core topics such as requirement analysis, architecture design and quality validation in the course. We have also done experiments on a group of students to see if ranking tasks could increase their conceptual knowledge in specific areas. Assessments were given in order to evaluate the effectiveness of this activity, showing an obvious increase in complex conceptual understanding.
In this contribution a process and a way for a standardized documentation are proposed for the creation of gamified and competency-based learning activities. Furthermore the application of the process and its documentation is described by using an exemplary learning activity which was created, implemented and evaluated. The findings indicate, that the use of gamification design elements for learning a design pattern can be effective and successful and can lead to an increase in learning motivation.
Eine der größten Barrieren der heutigen Elektrofahrzeuge ist ihre limitierte Reichweite. Obwohl die Mehrheit der Autofahrer nicht mehr als 40 Kilometer pro Tag fährt ([MiD2008]), ist das Kaufverhalten für Elektrofahrzeuge mit viel kleinerer Reichweite als solcher mit Verbrennungsmotoren sehr zurückhaltend. Mit dieser Arbeit adressieren wir die zusätzlichen Informationsbedürfnisse der Fahrer von E-Fahrzeugen durch die Entwicklung einer Applikation für Standard-Smartphones, welche sowohl eine detaillierte und genaue grafische Repräsentation der Reichweite des Elektrofahrzeugs ermöglicht, als auch einen fortgeschrittenen Routing-Algorithmus implementiert, der den spezifischen Energieverbrauch des Elektrofahrzeugs berücksichtigt.
Occluding Edges Soft Shadows
(2016)
In this paper, a new algorithm to render soft shadows in real time applications is introduced, namely the Occluding Edges Soft Shadow algorithm (short OESS). The algorithm approximates the shadow cast from linear lights by finding the outlines of an occluding object (Occluding Edges) and considering these in a fragment’s illumination. The method is based on the shadow mapping technique, whereby its capability of rendering the shadow at an interactive rate does not depend on the complexity of the scene. The paper supplies an overview for several methods to produce shadows and soft shadows in real time computer graphics, a detailed description of the newly developed algorithm, and a section with results and future possibilities for improvements.
The project IDA - Intelligent Data Acquisition is an interdisciplinary project in the fields of applied informatics and mechanical engineering. Its purpose is to collect process relevant information in industrial foundry processes like iron casting with handmade and mechanically made molds. Currently a lot of data sets are collected by hand. But these contain inaccuracies and errors and are not available digitally for further analysis. As a result it is not possible to evaluate them automatically. In particular it is not possible to conclude from a defect cast part to the whole set of its production parameters. We develop several procedures to collect these data sets and prepare them for computation in data analysis algorithms. The acquisition of digitally available data in IDA is done mostly by optical sensors. In this paper we describe our approach especially regarding marking and recognition of relevant objects. Furthermore we show first results in environments close to reality.
Support prospect of success in mathematics for first-year students in engineering by early feedback
(2020)
Providing students with the necessary mathematical skills is a growing challenge in German engineering degree courses. This is due to manifold mostly pre-university reasons, for example, inadequate or heterogeneous secondary education in Germany. Preparatory courses, a common remedy offered by many universities, often turn out to lack the expected effect. However, implying an early, mandatory test that scans the basic mathematical skills defined as entrance standard, showed positive results, as it detects the individual knowledge gaps of first-year students and motivates them to take action. For this purpose, we coupled the test with detailed, individual feedback and a cluster of affiliated support offers - preparatory to the test as well as attendant to the first year. Being mandatory, the test already pushes more students in our preparatory math courses. Whereas its detailed, individual feedback enables students to choose among the subsequent support offers and to cope with remaining gaps. The support offers range from transition workshops, co-learning tutorials, an online exercise platform, video tutorials up to conventional worksheets and consultation hours. This setup of mandatory test, early and detailed feedback and versatile supporting offers, tackling the missing skills, significantly increased the success in the basic mathematics and mathematics dependent modules of our engineering bachelor courses. In the process, this setup generates several additional, statistical outcomes, like a rating of the different German pre-university school systems, which helps to further work on measures dealing with the decreasing skills of beginners.