TY - JOUR A1 - Fuxen, Philipp A1 - Schönhärl, Stefan A1 - Schmidt, Jonas A1 - Gerstner, Mathias A1 - Jahn, Sabrina A1 - Graf, Julian A1 - Hackenberg, Rudolf A1 - Mottok, Jürgen T1 - A Cybersecurity Education Platform for Automotive Penetration Testing JF - International Journal On Advances in Security N2 - The paper presents a penetration testing framework for automotive IT security education and evaluates its realization. The automotive sector is changing due to automated driving functions, connected vehicles, and electric vehicles. This development also creates new and more critical vulnerabilities. This paper addresses a possible countermeasure, automotive IT security education. Some existing solutions are evaluated and compared with the created Automotive Penetration Testing Education Platform (APTEP) framework. In addition, the APTEP architecture is described. It consists of three layers representing different attack points of a vehicle. The realization of the APTEP is a hardware case and a virtual platform referred to as the Automotive Network Security Case (ANSKo). The hardware case contains emulated control units and different communication protocols. The virtual platform uses Docker containers to provide a similar experience over the internet. Both offer two kinds of challenges. The first introduces users to a specific interface, while the second combines multiple interfaces, to a complex and realistic challenge. This concept is based on modern didactic theories, such as constructivism and problem-based/challenge-based learning. Computer Science students from the Ostbayerische Technische Hochschule (OTH) Regensburg experienced the challenges as part of a elective subject. In an online survey evaluated in this paper, they gave positive feedback. Also, a part of the evaluation is the mapping of the ANSKo and the maturity levels in the Software Assurance Maturity Model (SAMM) practice Education & Guidance as well as the SAMM practice Security Testing. The scientific contribution of this paper is to present an APTEP, a corresponding learning concept and an evaluation method. KW - Challenge-based Learning KW - Education Framework KW - Penetration Testing KW - Automotive KW - IT-Security Education Y1 - 2022 UR - http://www.iariajournals.org/security/sec_v15_n34_2022_paged.pdf SN - 1942-2636 VL - 15 IS - 3&4 SP - 106 EP - 118 PB - IARIA ER - TY - CHAP A1 - Staufer, Susanne A1 - Hauser, Florian A1 - Grabinger, Lisa A1 - Bittner, Dominik A1 - Nadimpalli, Vamsi Krishna A1 - Bugert, Flemming A1 - Ezer, Timur A1 - Röhrl, Simon A1 - Mottok, Jürgen T1 - Learning elements in LMS - a survey among students T2 - INTED2024 Proceedings: 18th International Technology, Education and Development Conference, Valencia, Spain. 4-6 March, 2024 N2 - In higher education, improving learning and learning success are goals of general improvement. Lecturers teaches content and students acquire that content in an efficient way. To structure content, learning element categories are evaluated from the student's point of view in higher education area. The aim is to validate given definitions of ten learning element categories within a Learning Management System (LMS). This paper evaluates a categorization of learning elements for organizing learning content in online education within LMSs. Therefore, ten categories of learning elements and corresponding definitions were defined in a previous work as base for this paper. The learning elements to examine are manuscript, exercise, quiz, brief overview, learning goal, summary, collaboration tool, auditory additional material, textual additional material, and visual additional material. To validate the definitions and to get improvements to each learning element a survey is processed. Beside the demographic data questions, the survey consists of two questions to the acceptance of the definitions and asks for improvements. 148 students between the ages 19 and 35 participate in the survey in summer term 2023. The education level of the participants ranges from undergraduates to Ph.D. students. The results of this paper are that more than 80% accept the given definitions. Some definitions of the learning elements are changed, but the changes are restricted to additions of maximal four words. This categorization of learning elements could lead to improvements in learning by giving the content more structure. With the structure students get the possibility to learn with preferred learning elements which could lead to more success in learning and to a decreasing dropout rate in universities. In the future, the learning elements allow to classify content within LMSs with the goal of generating individual learning paths. Furthermore, our project will integrate these learning elements, use them to generate learning paths, and could set a new standard in the way of personalized learning. KW - Learning elements KW - learning management system KW - learning objects KW - questionnaire KW - higher education area KW - content organization Y1 - 2024 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:898-opus4-71135 SN - 978-84-09-59215-9 SN - 2340-1079 SP - 4224 EP - 4231 PB - IATED ER - TY - CHAP A1 - Grabinger, Lisa A1 - Ezer, Timur A1 - Hauser, Florian A1 - Mottok, Jürgen T1 - The impact of eyenalyzer T2 - ICERI2024 Proceedings: 17th Annual International Conference of Education, Research and Innovation, 11th-13th November 2024, Seville, Spain N2 - Empirical research poses numerous challenges for beginners. This is especially true for data analysis – a task that usually requires knowledge from two distinct areas: statistics and programming. To support prospective researchers with that task, we developed a web-based tool called eyenalyzer. It supports common activities in the data analysis phase of empirical studies in a way that is suitable for novices in both, statistics and programming. The present article describes a controlled experiment investigating the impact of this tool with a total of 20 participants. All of them are given a set of common data analysis tasks. Half of the participants complete the tasks using eyenalyzer, the other half can use anything except for eyenalyzer. For each task and participant, we record the time in minutes, the task score, and the perceived difficulty. The results confirm that our tool is a valuable support for novice researchers: With eyenalyzer, the participants are significantly faster, achieve higher scores, and perceive the tasks to be less difficult. KW - tool evaluation KW - data analysis KW - eye tracking KW - empirical research Y1 - 2024 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:898-opus4-78215 SN - 978-84-09-63010-3 SN - 2340-1095 SP - 695 EP - 701 PB - IATED ER - TY - CHAP A1 - Jahn, Sabrina A1 - Weiss, Nils A1 - Akcakoca, Ugur A1 - Mottok, Jürgen ED - Gómez Chova, Luis ED - López Martínez, A. ED - Candel Torres, I. T1 - Under The Hood - A Concept for Virtualized Automotive Security Education T2 - EDULEARN21: Proceedings, 13th International Conference on Education and New Learning Technologies, Online Conference. 5-6 July, 2021 N2 - In recent years, our society faced a massive interconnection of computer-based everyday objects, which opens these items for cyber-attacks. Dependent on the physical capabilities, successful attacks can vary from data exposure or a loss of functionality to a threat to life and limb. Connected- and autonomous vehicles are extremely safety-critical systems with a huge damage potential. This global trend, together with existing and upcoming regulations (ISO 270xx, ISO 21434, UNECE WP.29, UNECE R155), and the lack of qualified professionals create a tension field for the entire automotive industry. Hence, new education concepts for engineers of safety-critical and connected systems are necessary to secure our daily and future systems against cyber-attacks and raise awareness and knowledge of the topic of IT-Security. Existing automotive security education systems have one common problem: All systems are hardware-based and therefore have very steep learning curves for beginners. Hardware-based systems, in general, are expensive in their initial costs, require regular maintenance, and add diverse operational difficulties independent of the aspired education goal. Additionally, the global pandemic increased the necessity of virtual education concepts for security training in cyber-physical systems. Therefore, we present a novel concept for the education of cyber-security professionals for automotive systems based on discovery and problem-based learning in a virtual learning environment (VLE). Our concept contains individual exercises focusing on the topics of vulnerabilities and attacks in automotive networks and systems. Each exercise relates those topics to the corresponding security goals and countermeasures for mitigation. The learners work collaboratively in a self-contained manner within the VLE to acquire the necessary information to answer questions or find a solution to the given problem. To consider the heterogeneous background (e.g. knowledge, experience, preconceptions) of the learners, the topics can be presented in different difficulties, enabling an adaptable learning environment and different learning trajectories within the exercises. The concept is based on a VLE, consisting of automotive networks and components, which simulate the behavior of a vehicle. This environment provides a hands-on, "real-life" scenario, which allows discovery and problem-based learning in a realistic, but cheap and scalable education environment. Furthermore, virtualization removes common difficulties, always present in training on real hardware. This aims to decrease complexity, prevent learning obstacles related to hardware handling, and enables a location-independent learning environment. The target group of our education concept is Bachelor and Master students of computer science, engineering (e.g. electrical engineering, mechatronics), or similar studies, and (experienced) engineers from the industry. In summary, our publication contains two contributions. We present an adaptable virtual learning environment for automotive security education, combined with an educational concept based on discovery and problem-based learning techniques. The goals of our concept are the education of cyber-security professionals for safety-critical, connected automotive systems and the support of life-long learning reaching from academic education to training in the industry. KW - automotive systems KW - discovery learning KW - higher education KW - inductive teaching KW - problem-based learning KW - security education KW - virtual learning environment Y1 - 2021 SN - 978-84-09-31267-2 U6 - https://doi.org/10.21125/edulearn.2021.1231 SN - 2340-1117 SP - 6109 EP - 6118 ER - TY - CHAP A1 - Ezer, Timur A1 - Grabinger, Lisa A1 - Hauser, Florian A1 - Staufer, Susanne A1 - Mottok, Jürgen T1 - EYE TRACKING AS TECHNOLOGY IN EDUCATION: FURTHER INVESTIGATION OF DATA QUALITY AND IMPROVEMENTS T2 - INTED2024 Proceedings: 18th International Technology, Education and Development Conference, Valencia, Spain. 4-6 March, 2024 N2 - Eye tracking serves as a powerful tool across a variety of empirical research areas: From usability research over cognitive research to educational research and applications in classrooms. However, data noise in eye tracking data poses a challenge to researchers and educators, as it leads to gaze positions being measured imprecisely under unfavorable conditions. In our previous study, we systematically investigated factors that influence data quality and are easily controllable in a classroom or laboratory environment, such as illumination, sampling frequency, and head orientation. However, no recommendations regarding the light source and light orientation could be provided, as these influences could not be analyzed in sufficient detail. Yet, a further examination of these factors, eliminating human influences by using an artificial head, revealed significant differences between individual settings. Hence, in this empirical study of eye tracking as an educational technology, we delve deeper into examining the impact of both light source and light orientation on data quality. This is investigated with an artificial head together with the Tobii Pro Spectrum eye tracking device. To measure data quality, we use the metrics precision and standard deviation as indicators of data noise. The obtained results derive practical advice for educators and researchers, such as not to illuminate the subject from the rear, in order to gather useful data for research and future classroom applications. Thereby, this study serves as a complement to our previous research, answering open questions regarding best practices for researchers and educators when using eye trackers. It aims to provide valuable insights into producing data of the highest quality possible when using eye trackers, both in laboratory settings and in future classrooms applications. KW - Eye tracking KW - data quality KW - best practices KW - lighting conditions KW - standard deviation KW - precision Y1 - 2024 SN - 978-84-09-59215-9 U6 - https://doi.org/10.21125/inted.2024.0802 SN - 2340-1079 SP - 2955 EP - 2961 PB - IATED Academy ER - TY - CHAP A1 - Ezer, Timur A1 - Grabinger, Lisa A1 - Hauser, Florian A1 - Staufer, Susanne A1 - Mottok, Jürgen T1 - EYE TRACKING METRICS FOR DISTINGUISHING GLOBAL AND FOCAL GAZE PATTERNS: A SYSTEMATIC LITERATURE REVIEW T2 - INTED2024 Proceedings: 18th International Technology, Education and Development Conference, Valencia, Spain. 4-6 March, 2024 N2 - Global and focal eye tracking gaze patterns are distinguished in a variety of domains, such as radiology research, empirical software engineering, behavioral psychology, and cartography research. A global gaze pattern is present if a participant in an eye tracking study gains an overview of the stimulus, whereas a focal pattern emerges during a more detailed evaluation of a specific part of the stimulus. With this higher-level measure of global and focal gaze patterns, cognitive effort, expertise levels, and even neurological characteristics - such as autism - can be quantified. Furthermore, with this measure, cognitive efforts of students in certain tasks can be investigated and clues for targeted support can be provided. These properties in particular make this eye tracking measure valuable for the education domain. In the field of eye tracking research, many researchers have established distinct criteria for differentiating global and focal gaze patterns. Moreover, it is rarely quantitatively measured which of these patterns is present, but rather determined based on qualitative considerations. However, some studies explicitly use quantitative metrics like saccade-length or fixation-duration to distinguish between global and focal gaze patterns. This is the focus of the present systematic literature review: It searches for and compiles the eye tracking metrics used in the literature to distinguish global from focal gaze patterns in a quantitative way. In doing so, this study fills the yawning gap in quantitative metrics for determining global and focal gaze patterns. In the long run, this can be used to answer questions about cognitive load and problems in processing tasks during eye tracking studies and to provide further insights into the cognitive processes of students. The present paper first discusses definitions of global and focal gaze patterns and presents examples in which this metric has already been applied. Then, the research questions together with search strings and search engines used for the systematic literature review are described. Finally, the results are summarized, presenting a compilation of and connections between quantitative metrics utilized in the literature to distinguish between global and focal viewing patterns. KW - Eye tracking KW - cognitive load KW - expertise KW - global KW - focal KW - ambient KW - local KW - metrics Y1 - 2024 SN - 978-84-09-59215-9 U6 - https://doi.org/10.21125/inted.2024.0814 SN - 2340-1079 SP - 3005 EP - 3014 PB - IATED Academy ER - TY - CHAP A1 - Ezer, Timur A1 - Greiner, Matthias A1 - Grabinger, Lisa A1 - Hauser, Florian A1 - Mottok, Jürgen ED - Gómez Chova, Luis ED - González Martínez, Chelo ED - Lees, Joanna T1 - Eye tracking al technology in education; data quality analysis and improvements T2 - Proceedings of the 16th annual International Conference of Education, Research and Innovation (ICERI 2023), Seville, Spain, 11/13/2023 - 11/14/2023 N2 - Eye tracking has proven to be a powerful tool in a variety of empirical research areas; hence, it is steadily gaining attention. Driven by the expanding frontiers of Artificial Intelligence and its potential for data analysis, eye tracking technology offers promising applications in diverse fields, from usability research to cognitive research. The education sector in particular can benefit from the increased use of eye tracking technology - both indirectly, for example by studying the differences in gaze patterns between experts and novices to identify promising strategies, and directly by using the technology itself to teach in future classrooms. As with any empirical method, the results depend directly on the quality of the data collected. That raises the question of which parameters educators or researchers can influence to maximize the data quality of an eye tracker. This is the starting point of the present work: In an empirical study of eye tracking as an (educational) technology, we systematically examine factors that influence the data quality, such as illumination, sampling frequency, and head orientation - parameters that can be varied without much additional effort in everyday classroom or research use - using two human subjects, an artificial face, and the Tobii Pro Spectrum. We rely on metrics derived from the raw gaze data, such as accuracy or precision, to measure data quality. The obtained results derive practical advice for educators and researchers, such as using the lowest sampling frequency appropriate for a certain purpose. Thereby, this research fills a gap in the current understanding of eye tracker performance and, by offering best practices, enables researchers or teachers to produce data of the highest quality possible and therefore best results when using eye trackers in laboratories or future classrooms. Y1 - 2023 U6 - https://doi.org/10.21125/iceri.2023.1127 SP - 4500 EP - 4509 PB - IATED ER - TY - CHAP A1 - Homann, Alexander A1 - Grabinger, Lisa A1 - Hauser, Florian A1 - Mottok, Jürgen T1 - An Eye Tracking Study on MISRA C Coding Guidelines T2 - ECSEE '23: Proceedings of the 5th European Conference on Software Engineering Education, Seeon/Germany, June 19 - 21, 2023 N2 - C is one of the most widely used programming languages - MISRA C is one of the most known sets of coding guidelines for C. This paper examines the usefulness and comprehensibility of the MISRA C:2012 guidelines in an eye tracking study. There, subjects encounter non-compliant code in four different code review settings: with no additional reference, with an actual MISRA C guideline, with a case-specific interpretation of a MISRA C guideline, and with a compliant version of the code. The data collected was analyzed not only in terms of the four presentation styles, but also by dividing the subjects into experience levels based on their semesters of study or years of work experience. Regarding the difference between actual and interpreted guidelines, we found that for interpreted guidelines the error detection rate is higher whereas the duration and frequency of visits to the guideline itself are mainly lower. This suggest that the actual guidelines are less useful and more difficult to understand. The former is contradicted by the subjects’ opinions: when surveyed, they rated the usefulness of the actual guidelines higher. Y1 - 2023 SN - 978-1-4503-9956-2 U6 - https://doi.org/10.1145/3593663.3593671 SP - 130 EP - 137 PB - ACM ER - TY - JOUR A1 - Scharfenberg, Georg A1 - Mottok, Jürgen A1 - Artmann, Christina A1 - Hobelsberger, Martin A1 - Paric, Ivan A1 - Großmann, Benjamin A1 - Pohlt, Clemens A1 - Wackerbarth, Alena A1 - Pausch, Uli A1 - Heidrich, Christiane A1 - Fadanelli, Martin A1 - Elsner, Michael A1 - Pöcher, Daniel A1 - Pittroff, Lenz A1 - Beer, Stefan A1 - Brückl, Oliver A1 - Haslbeck, Matthias A1 - Sterner, Michael A1 - Thema, Martin A1 - Muggenthaler, Nicole A1 - Lenck, Thorsten A1 - Götz, Philipp A1 - Eckert, Fabian A1 - Deubzer, Michael A1 - Stingl, Armin A1 - Simsek, Erol A1 - Krämer, Stefan A1 - Großmann, Benjamin A1 - Schlegl, Thomas A1 - Niedersteiner, Sascha A1 - Berlehner, Thomas A1 - Joblin, Mitchell A1 - Mauerer, Wolfgang A1 - Apel, Sven A1 - Siegmund, Janet A1 - Riehle, Dirk A1 - Weber, Joachim A1 - Palm, Christoph A1 - Zobel, Martin A1 - Al-Falouji, Ghassan A1 - Prestel, Dietmar A1 - Scharfenberg, Georg A1 - Mandl, Roland A1 - Deinzer, Arnulf A1 - Halang, W. A1 - Margraf-Stiksrud, Jutta A1 - Sick, Bernhard A1 - Deinzer, Renate A1 - Scherzinger, Stefanie A1 - Klettke, Meike A1 - Störl, Uta A1 - Wiech, Katharina A1 - Kubata, Christoph A1 - Sindersberger, Dirk A1 - Monkman, Gareth J. A1 - Dollinger, Markus A1 - Dembianny, Sven A1 - Kölbl, Andreas A1 - Welker, Franz A1 - Meier, Matthias A1 - Thumann, Philipp A1 - Swidergal, Krzysztof A1 - Wagner, Marcus A1 - Haug, Sonja A1 - Vernim, Matthias A1 - Seidenstücker, Barbara A1 - Weber, Karsten A1 - Arsan, Christian A1 - Schone, Reinhold A1 - Münder, Johannes A1 - Schroll-Decker, Irmgard A1 - Dillinger, Andrea Elisabeth A1 - Fuchshofer, Rudolf A1 - Monkman, Gareth J. A1 - Shamonin (Chamonine), Mikhail A1 - Geith, Markus A. A1 - Koch, Fabian A1 - Ühlin, Christian A1 - Schratzenstaller, Thomas A1 - Saßmannshausen, Sean Patrick A1 - Auchter, Eberhard A1 - Kriz, Willy A1 - Springer, Othmar A1 - Thumann, Maria A1 - Kusterle, Wolfgang A1 - Obermeier, Andreas A1 - Udalzow, Anton A1 - Schmailzl, Anton A1 - Hierl, Stefan A1 - Langer, Christoph A1 - Schreiner, Rupert ED - Baier, Wolfgang T1 - Forschungsbericht 2015 T3 - Forschungsberichte der OTH Regensburg - 2015 Y1 - 2015 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:898-opus4-13867 SN - 978-3-00-048589-3 CY - Regensburg ER - TY - JOUR A1 - Beimler, Josef A1 - Leißl, Caroline A1 - Ebner, Lena A1 - Elsner, Michael A1 - Mühlbauer, Gerhard A1 - Kohlert, Dieter A1 - Schubert, Martin J. W. A1 - Weiß, Andreas P. A1 - Sterner, Michael A1 - Raith, Thomas A1 - Afranseder, Martin A1 - Krapf, Tobias A1 - Mottok, Jürgen A1 - Siemers, Christian A1 - Großmann, Benjamin A1 - Höcherl, Johannes A1 - Schlegl, Thomas A1 - Schneider, Ralph A1 - Milaev, Johannes A1 - Rampelt, Christina A1 - Roduner, Christian A1 - Glowa, Christoph A1 - Bachl, Christoph A1 - Schliekmann, Claus A1 - Gnan, Alfons A1 - Grill, Martin A1 - Ruhland, Karl A1 - Piehler, Thomas A1 - Friers, Daniel A1 - Wels, Harald A1 - Pflug, Kenny A1 - Kucera, Markus A1 - Waas, Thomas A1 - Schlachetzki, Felix A1 - Boy, Sandra A1 - Pemmerl, Josef A1 - Leis, Alexander A1 - Welsch, Andreas F.X. A1 - Graf, Franz A1 - Zenger, Gerhard A1 - Volbert, Klaus A1 - Waas, Thomas A1 - Scherzinger, Stefanie A1 - Klettke, Meike A1 - Störl, Uta A1 - Heyl, C. A1 - Boldenko, A. A1 - Monkman, Gareth J. A1 - Kujat, Richard A1 - Briem, Ulrich A1 - Hierl, Stefan A1 - Talbot, Sebastian A1 - Schmailzl, Anton A1 - Ławrowski, Robert Damian A1 - Prommesberger, Christian A1 - Langer, Christoph A1 - Dams, Florian A1 - Schreiner, Rupert A1 - Valentino, Piergiorgio A1 - Romano, Marco A1 - Ehrlich, Ingo A1 - Furgiuele, Franco A1 - Gebbeken, Norbert A1 - Eisenried, Michael A1 - Jungbauer, Bastian A1 - Hutterer, Albert A1 - Bauhuber, Michael A1 - Mikrievskij, Andreas A1 - Argauer, Monika A1 - Hummel, Helmut A1 - Lechner, Alfred A1 - Liebetruth, Thomas A1 - Schumm, Michael A1 - Joseph, Saskia A1 - Reschke, Michael A1 - Soska, Alexander A1 - Schroll-Decker, Irmgard A1 - Putzer, Michael A1 - Rasmussen, John A1 - Dendorfer, Sebastian A1 - Weber, Tim A1 - Al-Munajjed, Amir Andreas A1 - Verkerke, Gijsbertus Jacob A1 - Renkawitz, Tobias A1 - Haug, Sonja A1 - Rudolph, Clarissa A1 - Zeitler, Annika A1 - Schaubeck, Simon A1 - Steffens, Oliver A1 - Rechenauer, Christian A1 - Schulz-Brize, Thekla A1 - Fleischmann, Florian A1 - Kusterle, Wolfgang A1 - Beer, Anne A1 - Wagner, Bernd A1 - Neidhart, Thomas ED - Baier, Wolfgang T1 - Forschungsbericht 2013 T3 - Forschungsberichte der OTH Regensburg - 2013 Y1 - 2014 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:898-opus4-7990 CY - Regensburg ER - TY - JOUR A1 - Appelhans, Marie-Luise A1 - Kampmann, Matthias A1 - Mottok, Jürgen A1 - Riederer, Michael A1 - Nagl, Klaus A1 - Steffens, Oliver A1 - Dünnweber, Jan A1 - Wildgruber, Markus A1 - Roth, Julius A1 - Stadler, Timo A1 - Palm, Christoph A1 - Weiß, Martin Georg A1 - Rochholz, Sandra A1 - Bierl, Rudolf A1 - Gschossmann, Andreas A1 - Haug, Sonja A1 - Schmidbauer, Simon A1 - Koch, Anna A1 - Westner, Markus A1 - Bary, Benedikt von A1 - Ellermeier, Andreas A1 - Vögele, Daniel A1 - Maiwald, Frederik A1 - Hierl, Stefan A1 - Schlamp, Matthias A1 - Ehrlich, Ingo A1 - Siegl, Marco A1 - Hüntelmann, Sven A1 - Wildfeuer, Matthias A1 - Brückl, Oliver A1 - Sterner, Michael A1 - Hofrichter, Andreas A1 - Eckert, Fabian A1 - Bauer, Franz A1 - Dawoud, Belal A1 - Rabl, Hans-Peter A1 - Gamisch, Bernd A1 - Schmidt, Ottfried A1 - Heberl, Michael A1 - Thema, Martin A1 - Mayer, Ulrike A1 - Eller, Johannes A1 - Sippenauer, Thomas A1 - Adelt, Christian A1 - Haslbeck, Matthias A1 - Vogl, Bettina A1 - Mauerer, Wolfgang A1 - Ramsauer, Ralf A1 - Lohmann, Daniel A1 - Sax, Irmengard A1 - Gabor, Thomas A1 - Feld, Sebastian A1 - Linnhoff-Popien, Claudia A1 - Ławrowski, Robert Damian A1 - Langer, Christoph A1 - Schreiner, Rupert A1 - Sellmair, Josef ED - Baier, Wolfgang T1 - Forschung 2019 BT - Thema: Künstliche Intelligenz N2 - Bericht mit Forschungsprojekten aus verschiedenen Bereichen der OTH Regensburg mit dem Schwerpunktthema "Künstliche Intelligenz" und einem Gespräch zur "Medizin der Zukunft" T3 - Forschungsberichte der OTH Regensburg - 2019 KW - Forschung KW - Forschungsbericht KW - Künstliche Intelligenz Y1 - 2019 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:898-opus4-7890 SN - 978-3-9818209-7-3 CY - Regensburg ER - TY - CHAP A1 - Bock, T. A1 - Mottok, Jürgen A1 - Köhler, Thorsten ED - Mottok, Jürgen ED - Ziemann, Olaf T1 - A gesture-based human-machine interface using stereoscopic depth images T2 - 2nd Applied Research Conference 2012 (ARC 2012), 25./26. June 2012, Nuremberg N2 - Reasonable integration of gesture-based automotive HMI-functionality offers potential safety benefits by reducing driver distractions and glance times to operate tertiary in-car devices. Stereo camera systems are a well investigated choice to perform the task of generating depth data for spatial gesture recognition. This paper describes the functionality of our stereo vision software, which is intended for application in a target system based on CMOS wafer-level cameras. The retrieved point cloud data was passed to a gesture-based sample application. Y1 - 2012 SP - 166 EP - 169 PB - Shaker CY - Aachen ER - TY - CHAP A1 - Maier, Robert A1 - Mottok, Jürgen ED - Trapp, Mario ED - Saglietti, Francesca ED - Spisländer, Marc ED - Bitsch, Friedemann T1 - BayesianSafety - an Open-Source Package for Causality-Guided, Multi-Model Safety Analysis T2 - Computer Safety, Reliability, and Security, 41st International Conference (SAFECOMP 2022): Munich, Germany, September 6–9, 2022, Proceedings T2 - Lecture notes in computer science ; 13414 N2 - Development and verification of modern, dependable automotive systems require appropriate modelling approaches. Classic automotive safety is described by the normative regulations ISO 26262, its relative ISO/PAS 21448, and their respective methodologies. In recent publications, an emerging demand to combine environmental influences, machine learning, or reasoning under uncertainty with standard-compliant analysis techniques can be noticed. Therefore, adapting established methods like FTA and proper tool support is necessary. We argue that Bayesian Networks (BNs) can be used as a central component to address and merge these demands. In this paper, we present our Open-Source Python package BayesianSafety. First, we review how BNs relate to data-driven methods, model-to-model transformations, and causal reasoning. Together with FTA and ETA, these models form the core functionality of our software. After describing currently implemented features and possibilities of combining individual modelling approaches, we provide an informal view of the tool’s architecture and of the resulting software ecosystem. By comparing selected publicly available safety and reliability analysis libraries, we outline that many relevant methodologies yield specialized implementations. Finally, we show that there is a demand for a flexible, unifying analysis tool that allows researching system safety by using multi-model and multi-domain approaches. KW - Package BayesianSafety KW - Causality KW - Bayesian Networks KW - Event Tree Analysis KW - Fault Tree Analysis Y1 - 2022 U6 - https://doi.org/10.1007/978-3-031-14835-4_2 SP - 17 EP - 30 PB - Springer Nature CY - Cham ER -