Refine
Year of publication
Document Type
- Conference Proceeding (202) (remove)
Language
- English (108)
- German (86)
- French (5)
- Multiple languages (3)
Keywords
- Psychologie (17)
- Kongress (9)
- Schwertkärpfling (7)
- Immunbiologie (5)
- PET (5)
- Archäologie (4)
- Tagung (4)
- Toxikologie (4)
- Virtuelle Realität (4)
- Vor- und Frühgeschichte (4)
Institute
- Institut für Psychologie (bis Sept. 2007) (47)
- Theodor-Boveri-Institut für Biowissenschaften (26)
- Institut für Mineralogie und Kristallstrukturlehre (12)
- Institut für Psychologie (12)
- Klinik und Poliklinik für Allgemein-, Viszeral-, Gefäß- und Kinderchirurgie (Chirurgische Klinik I) (12)
- Neuphilologisches Institut - Moderne Fremdsprachen (bis 2007) (12)
- Institut für Informatik (11)
- Institut für deutsche Philologie (11)
- Klinik und Poliklinik für Nuklearmedizin (9)
- Institut für Pharmakologie und Toxikologie (6)
- Institut für Altertumswissenschaften (5)
- Institut Mensch - Computer - Medien (4)
- Institut für Biblische Theologie (4)
- Physikalisches Institut (4)
- Institut für Anatomie und Zellbiologie (3)
- Institut für Archäologie (3)
- Institut für Politische Wissenschaft (3)
- Institut für Pädagogik (3)
- Institut für Virologie und Immunbiologie (3)
- Medizinische Klinik und Poliklinik I (3)
- Institut für Geschichte (2)
- Institut für Mathematik (2)
- Institut für Molekulare Infektionsbiologie (2)
- Martin-von-Wagner-Museum (2)
- Universität Würzburg (2)
- Institut für Anglistik und Amerikanistik (1)
- Institut für Anorganische Chemie (1)
- Institut für Geographie (1)
- Institut für Kulturwissenschaften Ost- und Südasiens (1)
- Institut für Kunstgeschichte (1)
- Institut für Pharmazie und Lebensmittelchemie (1)
- Institut für Politikwissenschaft und Soziologie (1)
- Juristische Fakultät (1)
- Klinik und Poliklinik für Psychiatrie, Psychosomatik und Psychotherapie (1)
- Neuphilologisches Institut - Moderne Fremdsprachen (1)
- Universitätsbibliothek (1)
Schriftenreihe
Sonstige beteiligte Institutionen
- Johns Hopkins School of Medicine (4)
- Johns Hopkins School of Medicine, Baltimore, MD, U.S. (4)
- Cologne Game Lab (3)
- Open University of the Netherlands (2)
- Badisches Landesmuseum Karlsruhe (1)
- Bayerische Museumsakademie (1)
- Bezirk Unterfranken (1)
- Birmingham City University (1)
- Brown University (1)
- DATE Lab, KITE Research Insititute, University Health Network, Toronto, Canada (1)
EU-Project number / Contract (GA) number
- 701983 (9)
Die vorliegenden Texte sind die verschriftlichten und redigierten Beiträge eines internationalen Kolloquiums, das – organisiert von der École Pratique des Hautes Études, PSL, Paris, vom Institut für Kunstgeschichte der Universität Würzburg und der Universität Jaén – vom 1. bis 4. Juni 2022 in Paris stattfand und finanziell von der Deutsch-Französischen Hochschule unterstützt wurde.
Einer der neueren Trends in der Vor- und Frühgeschichtlichen Archäologie ist die Beschäftigung mit prähistorischen Konflikten. Zumeist beschränkt sich diese sogenannte Konfliktforschung jedoch auf eine bloße Gewaltforschung unter Vernachlässigung der Frage, was Konflikte als Konflikte eigentlich ausmacht und wie sie vermieden oder geregelt beigelegt werden können. Vor diesem Hintergrund verstehen sich die Beiträge in diesem Band als Theorieangebote an die Archäologie: Aus der Perspektive ihrer jeweiligen Disziplinen – Soziologie, Philosophie, Ethnologie, Archäologie, Geschichts- und Politikwissenschaften – gehen die Autorinnen und Autoren den Fragen nach, wie sich in Gesellschaften ohne (oder mit nur eingeschränkter) Zentralgewalt Dynamiken negativer Reziprozität darstellen und wie sie sich beenden lassen, welche Rolle dritte Parteien oder Instanzen dabei spielen können und welche Bedeutung der materiellen Kultur im Kontext dieser Prozesse zukommt.
Digitalization is one of the global challenges for justice and This volume documents the presentations of a multilingual online conference on "Digitalization as a challenge for justice and administration" held in March 2022. The contributions of the international team of authors provide insights into central issues of this highly relevant subject from African, Japanese, U.S., Swiss, Latin American and German perspectives. The result is a multifaceted picture of digitalization in the context of public, private and even criminal law.
The Wuertual Reality XR Meeting 2023 was initiated to bring together researchers from many fields who use VR/AR/XR. There was a focus on applied XR and social VR.
In this conference band, you can find the abstracts of the two keynotes, the 34 posters and poster pitches, the 29 talks and the four workshops.
Fostering Teacher Educators’ Intercultural Media-Related Competencies Using a Social VR Environment
(2023)
Recent studies suggest that teacher educators require intercultural media-related educational competencies to respond to contemporary and future educational needs. However, necessary professional development concepts, which are aimed at fostering these competencies, are underrepresented in current teacher education research. This study reports on the results of a case study within a Design-Based-Research project aimed at designing, implementing and evaluating a professional development concept to foster teacher educators’ intercultural media-related competencies. A remote workshop using a Social VR environment was conducted with a convenience sample of 10 teacher educators. Data collected through a qualitative pre-post survey and a focus group was interpreted through qualitative content analysis. Findings showed intercultural aspects were addressed in several domains as well as an increased ability to evaluate potentials and risks related to interculturally focused teaching and learning with Social VR.
The Wuertual Reality XR Meeting 2023 was initiated to bring together researchers from many fields who use VR/AR/XR. There was a focus on applied XR and social VR.
In this conference band, you can find the abstracts of the two keynotes, the 34 posters and poster pitches, the 29 talks and the four workshops.
Given the growing interest of corporate stakeholders in Metaverse applications, there is a need to understand accessibility of these technologies for marginalized populations such as people living with dementia to ensure inclusive design of Metaverse applications. We assessed the accessibility of extended reality technology for people living with mild cognitive impairment and dementia to develop accessibility guidelines for these technologies. We used four strategies to synthesize evidence for barriers and facilitators of accessibility: (1) Findings from a non-systematic literature review, (2) guidelines from well-researched technology, (3) exploration of selected mixed reality technologies, and (4) observations from four sessions and video data of people living with dementia using mixed reality technologies. We utilized template analysis to develop codes and themes towards accessibility guidelines. Future work can validate our preliminary findings by applying them on video recordings or testing them in experiments.
Natural walking in virtual reality games is constrained by the physical boundaries defined by the size of the player’s tracking space. Impossible spaces, a redirected walking technique, enlarge the virtual environment by creating overlapping architecture and letting multiple locations occupy the same physical space. Within certain thresholds, this is subtle to the player. In this paper, we present our approach to implement such impossible spaces and describe how we handled challenges like objects with simulated physics or precomputed global illumination.
Both research and policy indicate the importance of considering ICT-related and intercultural competence development in education together. Teacher educators play a significant role in the development of these related competencies. The aim of this study is to analyze ICT- related competence frameworks addressing teacher educators, focusing on how they incorporate intercultural considerations. We analyze four internationally recognized models—Teacher Educator Technology Competencies (TETCs), DigCompEdu, Jisc Digital Capabilities, and Media Didactica—showing that with the TETCs important steps have been taken to integrate both discourses, while the other frameworks treat aspects related to culture as isolated phenomena. In TETC 8, the global dimension is represented by a specific competency, which is also differentiated into specific areas of competence. This offers a strong starting point for further international discourse, in terms of both the diversification of underlying theoretical concepts and approaches to culturally responsive education. Further research is needed to investigate how professional development can meet the needs of teacher educators in a global context.
The combination of globalization and digitalization emphasizes the importance of media-related and intercultural competencies of teacher educators and preservice teachers. This article reports on the initial prototypical implementation of a pedagogical concept to foster such competencies of preservice teachers. The proposed pedagogical concept utilizes a social virtual reality (VR) framework since related work on the characteristics of VR has indicated that this medium is particularly well suited for intercultural professional development processes. The development is integrated into a larger design-based research approach that develops a theory-guided and empirically grounded professional development concept for teacher educators with a special focus on teacher educator technology competencies (TETC8). TETCs provide a suitable competence framework capable of aligning requirements for both media-related and intercultural competencies. In an exploratory study with student teachers, we designed, implemented, and evaluated a pedagogical concept. Reflection reports were qualitatively analyzed to gain insights into factors that facilitate or hinder the implementation of the immersive learning scenario as well as into the participants’ evaluation of their learning experience. The results show that our proposed pedagogical concept is particularly suitable for promoting the experience of social presence, agency, and empathy in the group.
In this paper, we bridge the gap between procedural content generation (PCG) and user-generated content (UGC) by proposing and demonstrating an interactive agent-based model of self-assembling ensembles that can be directed though user input. We motivate these efforts by considering the opportunities technology provides to pursue game designs based on according game design frameworks. We present three different use cases of the proposed model that emphasize its potential to (1) self-assemble into predefined 3D graphical assets, (2) define new structures in the context of virtual environments by self-assembling layers on the surfaces of arbitrary 3D objects, and (3) allow novel structures to self-assemble only considering the model’s configuration and no external dependencies. To address the performance restrictions in computer games, we realized the prototypical model implementation by means of an efficient entity component system (ECS). We conclude the paper with an outlook on future steps to further explore novel interactive, dynamic PCG mechanics and to ensure their efficiency.
Fertilität und Macht: Die Reproduktionspflicht mittelalterlicher Herrscherinnen und Herrscher
(2021)
Fertility was a key theme of medieval rulership. To conceive and give birth to sons – and thus to ensure the succession to the throne – was one of the foremost duties of medieval kings and queens. But what happened when a male child died in infancy, no male child was born, or no pregnancy ever came about? Barrenness could have dramatic consequences in the Middle Ages, for example expulsion, divorce or conflicts over royal succession. Against this historical background, it seems logical that the fate of the childless ruler would be recounted in the form of a ‘Passion narrative’. In the German literature of the Middle Ages, however, there are also interpretative models of a contrary vein to be found. In the year 1220, for instance, Ebernand of Erfurt construed the wedded life of the imperial couple Henry and Kunigunde as a tale of resistance against the royal obligation to reproduce. In his versified legend, composed in the vernacular, the couple secretly agrees not to fulfil society’s expectations, but to lead a chaste marriage. Yet above and beyond legend, childless rulers were also subject to the impact of multifarious legal, religious, medical, narrative and discursive factors. Taking Michel Foucault as a point of departure, this contribution shows how fertility became a field of power on which hierarchies between rulers and subjects, men and women were negotiated, while also shedding light on how religious and secular ideals clashed in the assessment of infertility.
Der Band enthält acht Aufsätze zur Geschichte der Fach- und Wissenschaftssprachen. Disziplinär geht es in erster Linie um juristische, balneologische, sprachwissenschaftliche pharmazeutische, medizinische Fach- und Wissenschaftssprachen. Darüber hinaus thematisiert ein Beitrag die Problematik der Fachsprachen im Rahmen der Stadtsprachenforschung, ein weiterer die Sprach- und Textpraxis von Vorlesungen.
As part of the Clash of Realities International Conference on the Technology and Theory of Digital Games, the Game Technology Summit is a premium venue to bring together experts from academia and industry to disseminate state-of-the-art research on trending technology topics in digital games. In this first iteration of the Game Technology Summit, we specifically paid attention on how the successes in AI in Natural User Interfaces have been impacting the games industry (industry track) and which scientific, state-of-the-art ideas and approaches are currently pursued (scientific track).
Immersive, sensor-enabled technologies such as augmented and virtual reality expand the way human beings interact with computers significantly. While these technologies are widely explored in entertainment games, they also offer possibilities for educational use. However,their uptake in education is so far very limited. Within the ImTech4Ed project, we aim at systematically exploring the power of interdisciplinary, international hackathons as a novel method to create immersive educational game prototypes and as a means to transfer these innovative technical prototypes into educational use. To achieve this, we bring together game design and development, where immersive and interactive solutions are designed and developed; computer science, where the technological foundations for immersive technologies and for scalable architectures for these are created; and teacher education, where future teachers are educated. This article reports on the concept and design of these hackathons.
Immersive virtual environments provide users with the opportunity to escape from the real world, but scripted dialogues can disrupt the presence within the world the user is trying to escape within. Both Non-Playable Character (NPC) to Player and NPC to NPC dialogue can be non-natural and the reliance on responding with pre-defined dialogue does not always meet the players emotional expectations or provide responses appropriate to the given context or world states. This paper investigates the application of Artificial Intelligence (AI) and Natural Language Processing to generate dynamic human-like responses within a themed virtual world. Each thematic has been analysed against humangenerated responses for the same seed and demonstrates invariance of rating across a range of model sizes, but shows an effect of theme and the size of the corpus used for fine-tuning the context for the game world.
Modern immersive multimodal technologies enable the learners to completely get immersed in various learning situations in a way that feels like experiencing an authentic learning environment. These environments also allow the collection of multimodal data, which can be used with artificial intelligence to further improve the immersion and learning outcomes. The use of artificial intelligence has been widely explored for the interpretation of multimodal data collected from multiple sensors, thus giving insights to support learners’ performance by providing personalised feedback. In this paper, we present a conceptual approach for creating immersive learning environments, integrated with multi-sensor setup to help learners improve their psychomotor skills in a remote setting.
Vom 16. bis 18. November 2018 fand im Kloster Windberg bei Straubing zum dritten Mal nach 2014 eine Tagung unter dem Titel "Neue Materialien des Bayerischen Neolithikums" statt. Dabei wurden neue, bislang unpublizierte Fundkomplexe vorgestellt und diskutiert, die alle Phasen der Jungsteinzeit vom Altneolithikum bis zum Endneolithikum abdeckten und die aus verschiedenen Landesteilen des Freistaats Bayern stammen. Mit einer diachronen und Regionen übergreifenden Betrachtung charakteristischer Inventare aus den verschiedenen Landschaftsräumen und Zeitabschnitten wurde das Ziel verfolgt, neues Material zu erschließen und damit die archäologische Quellenbasis zu erweitern und der Neolithforschung in Bayern neue Impulse zu geben. Im vorliegenden Band werden sieben der Vorträge dieser Tagung sowie drei Beiträge der vorangegangenen Arbeitstreffen zusammengestellt.
Texts, Animals, Environments. Zoopoetics and Ecopoetics probes the multiple links between ecocriticism and animal studies, assessing the relations between animals, environments and poetics. While ecocriticism usually relies on a relational approach to explore phenomena related to the environment or ecology more broadly, animal studies tends to examine individual or species-specific aspects. As a consequence, ecocriticism concentrates on ecopoetical, animal studies on zoopoetical elements and modes of representation in literature (and the arts more generally). Bringing key concepts of ecocriticism and animal studies into dialogue, the volume explores new ways of thinking about and reading texts, animals, and environments – not as separate entities but as part of the same collective.