004 Datenverarbeitung; Informatik
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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.
Two studies are reported that investigate how readily accessible and applicable ten force-dynamic categories are to novices in describing short episodes of human-technology interaction (Study 1) and that establish a measure of inter-coder reliability when re-classifying these episodes into force-dynamic categories (Study 2). The results of the first study show that people can easily and confidently relate their experiences with technology to the definitions of force-dynamic events (e.g. “The driver released the handbrake” as an example of restraint removal). The results of the second study show moderate agreement between four expert coders across all ten force-dynamic categories (Cohen’s kappa = .59) when re-classifying these episodes. Agreement values for single force-dynamic categories ranged between ‘fair’ and ‘almost perfect’, i.e. between kappa = .30 and .95. Agreement with the originally intended classifications of study 1 was higher than the pure inter-coder reliabilities. Single coders achieved an average kappa of .71, indicating substantial agreement. Using more than one coder increased kappas to almost perfect: up to .87 for four coders. A qualitative analysis of the predicted versus the observed number of category confusions revealed that about half of the category disagreement could be predicted from strong overlaps in the definitions of force-dynamic categories. From the quantitative and qualitative results, guidelines are derived to aid the better training of coders in order to increase inter-coder reliability.
Visual stimuli are frequently used to improve memory, language learning or perception, and understanding of metacognitive processes. However, in virtual reality (VR), there are few systematically and empirically derived databases. This paper proposes the first collection of virtual objects based on empirical evaluation for inter-and transcultural encounters between English- and German-speaking learners. We used explicit and implicit measurement methods to identify cultural associations and the degree of stereotypical perception for each virtual stimuli (n = 293) through two online studies, including native German and English-speaking participants. The analysis resulted in a final well-describable database of 128 objects (called InteractionSuitcase). In future applications, the objects can be used as a great interaction or conversation asset and behavioral measurement tool in social VR applications, especially in the field of foreign language education. For example, encounters can use the objects to describe their culture, or teachers can intuitively assess stereotyped attitudes of the encounters.
Modern software is often realized as a modular combination of subsystems for, e. g.,
knowledge management, visualization, verification, or the interaction with users. As
a result, software libraries from possibly different programming languages have to
work together. Even more complex the case is if different programming paradigms
have to be combined. This type of diversification of programming languages and
paradigms in just one software application can only be mastered by mechanisms
for a seamless integration of the involved programming languages. However, the
integration of the common logic programming language Prolog and the popular
object-oriented programming language Java is complicated by various interoperability
problems which stem on the one hand from the paradigmatic gap between the
programming languages, and on the other hand, from the diversity of the available
Prolog systems.
The subject of the thesis is the investigation of novel mechanisms for the integration
of logic programming in Prolog and object–oriented programming in Java. We are
particularly interested in an object–oriented, uniform approach which is not specific
to just one Prolog system. Therefore, we have first identified several important
criteria for the seamless integration of Prolog and Java from the object–oriented
perspective. The main contribution of the thesis is a novel integration framework
called the Connector Architecture for Prolog and Java (CAPJa). The framework is
completely implemented in Java and imposes no modifications to the Java Virtual
Machine or Prolog. CAPJa provides a semi–automated mechanism for the integration
of Prolog predicates into Java. For compact, readable, and object–oriented
queries to Prolog, CAPJa exploits lambda expressions with conditional and relational
operators in Java. The communication between Java and Prolog is based
on a fully automated mapping of Java objects to Prolog terms, and vice versa. In
Java, an extensible system of gateways provides connectivity with various Prolog
system and, moreover, makes any connected Prolog system easily interchangeable,
without major adaption in Java.
Learning is a central component of human life and essential for personal development. Therefore, utilizing new technologies in the learning context and exploring their combined potential are considered essential to support self-directed learning in a digital age. A learning environment can be expanded by various technical and content-related aspects. Gamification in the form of elements from video games offers a potential concept to support the learning process. This can be supplemented by technology-supported learning. While the use of tablets is already widespread in the learning context, the integration of a social robot can provide new perspectives on the learning process. However, simply adding new technologies such as social robots or gamification to existing systems may not automatically result in a better learning environment. In the present study, game elements as well as a social robot were integrated separately and conjointly into a learning environment for basic Spanish skills, with a follow-up on retained knowledge. This allowed us to investigate the respective and combined effects of both expansions on motivation, engagement and learning effect. This approach should provide insights into the integration of both additions in an adult learning context. We found that the additions of game elements and the robot did not significantly improve learning, engagement or motivation. Based on these results and a literature review, we outline relevant factors for meaningful integration of gamification and social robots in learning environments in adult learning.
Inside 2003: IT-Sicherheit
(2003)
Innovative Software kann die Position eines Unternehmens im Wettbewerb sichern. Die Einführung innovativer Software ist aber alles andere als einfach. Denn obgleich die technischen Aspekte offensichtlicher sind, dominieren organisationale Aspekte. Zu viele Softwareprojekte schlagen fehl, da die Einführung nicht gelingt, trotz Erfüllung technischer Anforderungen. Vor diesem Hintergrund ist das Forschungsziel der Masterarbeit, Risiken und Erfolgsfaktoren für die Einführung innovativer Software in Unternehmen zu finden, eine Strategie zu formulieren und dabei die Bedeutung von Schlüsselpersonen zu bestimmen.
Global Navigation Satellite System (GNSS) provides accurate positioning data for vehicular navigation in open outdoor environment. In an indoor environment, Light Detection and Ranging (LIDAR) Simultaneous Localization and Mapping (SLAM) establishes a two-dimensional map and provides positioning data. However, LIDAR can only provide relative positioning data and it cannot directly provide the latitude and longitude of the current position. As a consequence, GNSS/Inertial Navigation System (INS) integrated navigation could be employed in outdoors, while the indoors part makes use of INS/LIDAR integrated navigation and the corresponding switching navigation will make the indoor and outdoor positioning consistent. In addition, when the vehicle enters the garage, the GNSS signal will be blurred for a while and then disappeared. Ambiguous GNSS satellite signals will lead to the continuous distortion or overall drift of the positioning trajectory in the indoor condition. Therefore, an INS/LIDAR seamless integrated navigation algorithm and a switching algorithm based on vehicle navigation system are designed. According to the experimental data, the positioning accuracy of the INS/LIDAR navigation algorithm in the simulated environmental experiment is 50% higher than that of the Dead Reckoning (DR) algorithm. Besides, the switching algorithm developed based on the INS/LIDAR integrated navigation algorithm can achieve 80% success rate in navigation mode switching.
In this paper, we present a virtual audience simulation system for Virtual Reality (VR). The system implements an audience perception model controlling the nonverbal behaviors of virtual spectators, such as facial expressions or postures. Groups of virtual spectators are animated by a set of nonverbal behavior rules representing a particular audience attitude (e.g., indifferent or enthusiastic). Each rule specifies a nonverbal behavior category: posture, head movement, facial expression and gaze direction as well as three parameters: type, frequency and proportion. In a first user-study, we asked participants to pretend to be a speaker in VR and then create sets of nonverbal behaviour parameters to simulate different attitudes. Participants manipulated the nonverbal behaviours of single virtual spectator to match a specific levels of engagement and opinion toward them. In a second user-study, we used these parameters to design different types of virtual audiences with our nonverbal behavior rules and evaluated their perceptions. Our results demonstrate our system’s ability to create virtual audiences with three types of different perceived attitudes: indifferent, critical, enthusiastic. The analysis of the results also lead to a set of recommendations and guidelines regarding attitudes and expressions for future design of audiences for VR therapy and training applications.