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Online-Labs in Education / Is Game-based Learning as a Computer Game a Benefit for Teaching?
Online-Labs in Education / Is Game-based Learning as a Computer Game a Benefit for Teaching?
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Table of Contents
9–14
Details
1 Scientific Contributions on Online Labs
19–64
1.1 General Topics and Organizational Issues
19–64
19–34
Fundamental Organizational Aspects of Shared Lab-Networks: Trust, Business- and Maturity-Model Considerations in DigiLab4U
Valentin Kammerlohr, David Paradice
Valentin Kammerlohr, David Paradice
19–34
Details
1 Introduction
2 DigiLab4U as a Case Study for Shared Online Labs
3 Trust, Business and Maturity Models as Organizational Aspects
3.1 A Multi-Sided Platform to Activate the Sharing of Online Labs
3.2 Trust to Leverage the Business Model and Increase Organizational Effectiveness
3.3 Maturity Model for the Effectiveness of Digital Lab Transformation
4 Discussion
5 Conclusion
Acknowledgements
References
Authors
35–44
Research Data Management for Laboratory Services: the DigiLab4U Use Case of Dataverse
Giovanni Esposito, Davide Reverberi, Giovanni Romagnoli, Riccardo Ghinzelli
Giovanni Esposito, Davide Reverberi, Giovanni Romagnoli, Riccardo Ghinzelli
35–44
Details
1 Introduction
2 Literature review
3 Dataverse within the DigiLab4U environment
The DigiLab4U case and its services
Requirements of the DigiLab4U for the RDM system
Benchmarking commercial solutions
4 The structure and its transposition
5 Discussion and Conclusions
References
Authors
45–52
Towards Guidelines for Data Protection and Privacy in Learning Analytics Implementation
Jens Doveren, Birte Heinemann, Ulrik Schroeder
Jens Doveren, Birte Heinemann, Ulrik Schroeder
45–52
Details
1 Introduction
2 Background
2.1 Data Protection Regulation
2.2 Community Experience
3 Own Contributions
3.1 Choice of Data Warehousing Solution
3.2 Stakeholder Survey
4 Closing Thoughts
Acknowledgements
References
Authors
53–64
Remote, Virtual and Physical Labs in Engineering Education: What is the Best for What?
Jannicke Baalsrud Hauge, David Romero
Jannicke Baalsrud Hauge, David Romero
53–64
Details
1 Introduction
2 Research Methodology
3 An SLR on Virtual, Remote and Online Labs
3.1 Stage 1: Planning the Review
3.2 Stage 2: Conducting the Review
3.3 Stage 3: Reporting
3.4 Stage 4: Dissemination
4 Findings
5 Discussion and Conclusion
5.1 Contribution to the Research Questions.
5.2 Limitations in Our Study
5.3 Future Work
Acknowledgements
References
Authors
67–152
1.2 Technical Topics
67–152
67–78
Digitalization of an Indoor-Positioning Lab Using a Mobile Robot and IIoT Integration
Erfan Abbasi Zadeh Behbahani, Hadi Adineh, Dieter Uckelmann, Marc Philipp Jensen
Erfan Abbasi Zadeh Behbahani, Hadi Adineh, Dieter Uckelmann, Marc Philipp Jensen
67–78
Details
1 Introduction
2 Background
3 Ubisense System and Data Communication
4 Mobile Robot Automation
Robotino View
Outline of the Robotino’s Automation
5 Conclusions
6 Future Work
Acknowledgements
References
Authors
79–98
Virtualization of a Smart Home Lab: Design, Implementation and Evaluation
Eva Ngo, Tobias Ableitner, Sebastian Koch, Gottfried Zimmermann
Eva Ngo, Tobias Ableitner, Sebastian Koch, Gottfried Zimmermann
79–98
Details
1 Introduction
2 Case Study: Virtual PUX-Lab
2.1 DigiLab4U
2.2 PUX Lab
3 Requirements Analysis
3.1 Literature Research
3.2 Analysis of existing applications
3.3 Focus group discussion
4 Implementation
4.1 User Interface
4.2 LabMS
4.3 Database
4.4 Virtual OpenHAB Server
5 Evaluation
5.1 User Tests
5.2 Review of Requirements
6 Conclusion and Future Work
References
99–112
Enabling Remote Laboratories with LabMS – Fundamental Considerations and Proof of Concept
Hadi Adineh, Andreas Jaekel, Dieter Uckelmann
Hadi Adineh, Andreas Jaekel, Dieter Uckelmann
99–112
Details
1 Introduction and Problem Statement
2 Research Background
3 Laboratory Management System (LabMS)
3.1 LMS integration
3.2 Connecting to Laboratories without Static-IP
4 Case Study: Remote RFID Lab at HFT
4.1 Automation and Safety
4.1.1 Cobot
4.1.2 Laser-based Safety System
4.1.3 Safety Fence
4.1.4 Surveillance Camera
4.2 Integrating with Moodle and Booking
5 Conclusion and Future Works
Acknowledgements
References
Authors
113–126
Comparing Service-Oriented System Management Solutions in Remote and Virtual Laboratory Environments
Ratnadeep Rajendra Kharade, Hadi Adineh, Dieter Uckelmann
Ratnadeep Rajendra Kharade, Hadi Adineh, Dieter Uckelmann
113–126
Details
1 Introduction
2 Background
3 Software Systems in a laboratory environment
3.1 System Architecture
3.1.1 Monolithic Architecture and its Challenges
a. Challenges with Hardware Architecture Complexity
b. Challenges posed by the Software Development Process
3.1.2 Microservices Approach
3.2 System Environment
3.2.1 Virtualization
3.2.2 Containerization
3.2.3 Containers vs. VMs
3.2.4 Container engines
3.2.5 Docker
3.3 Container Orchestration
3.3.1 Container Orchestration Tools
3.3.2 Kubernetes
3.3.3 Microk8s
3.3.4 Suitable Kubernetes for a Laboratory Environment
4 Discussion and Sample Scenarios
5 Conclusions and Future works
Acknowledgements
References
Authors
127–138
Enhancing Serious Game-Based Teaching and Learning through Learning Analytics
Birte Heinemann, Matthias Ehlenz, Ulrik Schroeder
Birte Heinemann, Matthias Ehlenz, Ulrik Schroeder
127–138
Details
1 Introduction
2 SCM Serious Game Research Prototype
3 Learning objectives
4 Dashboard
5 Evaluation
6 Conclusion & Outlook
Acknowledgements
References
Authors
139–152
Information Sources and their Potential for Multimodal Learning Analytics in Laboratory-based Learning
Matthias Ehlenz, Birte Heinemann, Ulrik Schroeder
Matthias Ehlenz, Birte Heinemann, Ulrik Schroeder
139–152
Details
1 Introduction
2 MMLA in Lab Environments
2.1 The domain-specific learning process
2.2 Environmental conditions
3 Possibilities & Potential of Lab-Based Learning
3.1 Observing Group Behaviour
3.2 The Individual in Focus
3.3 Contextual Factors
4 Lab-based MMLA in practice
4.1 Considering fundamental decisions
4.2 Maintaining Good Scientific Practice
4.3 Open-Source Approaches
5 Conclusion & Outlook
Acknowledgements
References
Authors
155–262
1.3 Didactical Considerations
155–262
155–164
Online Labs in Engineering Education: the Experience of SimuLOPS Lab
Massimo Bertolini, Mattia Neroni
Massimo Bertolini, Mattia Neroni
155–164
Details
1 Introduction
2 The SimuLOpS Lab
3 Preliminary experiences
4 Conclusions and future developments
References
Authors
165–180
Opportunities and Shortcomings of Model-based Online Laboratories in Mechanical Engineering – Findings from a Guided Laboratory Study
Peter Treffinger, Michael Canz, Jens Glembin
Peter Treffinger, Michael Canz, Jens Glembin
165–180
Details
1 Introduction
2 General concept of the laboratory
3 Digital twin as a means to a virtual laboratory
3.1 Digital Twin concept
3.2 Design of the Digital Twin in the machine lab
4 Design of a survey for evaluation of the laboratory
4.1 Overview
4.2 Didactic structure
4.3 Description of surveys
5 Discussion of results
5.1 Digital lab experience
5.2 Communication and group work
5.3 Web-based digital twin
5.4 Curriculum in Mechanical Engineering
5.5 Personal skills
5.6 Summary
6 Conclusion
References
Acknowledgements
Authors
181–200
OpenAPETutorial – A Problem-Based Learning Unit for the Personalization of Smart Home Applications
Benedikt Reuter, Gottfried Zimmermann, Tobias Ableitner, Sebastian Koch
Benedikt Reuter, Gottfried Zimmermann, Tobias Ableitner, Sebastian Koch
181–200
Details
1 Introduction
1.1 Motivation
2 Personalization
3 Problem-based Learning
4 Learning Analytics
5 Introduction OpenAPE
5.1 OpenAPE Focus Group
6 Introduction OpenHAB
7 Java OpenAPEClient
8 Learning Unit
8.1 Content
8.2 OpenAPETutorial Application
9 Usertests
9.1 Preperation
9.2 Evaluation
10 Conclusion and future work
References
Authors
201–210
Didactical Concepts and Evaluation of a Supply Chain Management Serious Game
Davide Reverberi, Matteo Galli, Davide Mezzogori, Giovanni Romagnoli
Davide Reverberi, Matteo Galli, Davide Mezzogori, Giovanni Romagnoli
201–210
Details
1 Introduction
2 Serious Games in Supply Chain Management
3 Methodology
3.1 Game development and testing
4 SCM SG Scenario
5 SCM SG Evaluation
6 Discussion of the results
7 Conclusions and future works
References
Authors
211–224
Development of Hybrid Lab-based Learning Environments with a Design-based Research Approach
Martin Burghardt, Nils Höhner, David Schepkowski, Peter Ferdinand
Martin Burghardt, Nils Höhner, David Schepkowski, Peter Ferdinand
211–224
Details
1 Educational problem and research questions
2 Didactical development (DBR approach)
3 Collaborative learning
4 Self-directed learning
5 Mixed Reality
6 Summative Evaluation
7 Conclusion & Outlook
References
Authors
225–234
Hybrid Take-Home Labs Empower Future STEM Education
Karsten Henke, Johannes Nau, Detlef Streitferdt
Karsten Henke, Johannes Nau, Detlef Streitferdt
225–234
Details
1 Introduction
2 Planned Innovations in the Teaching Process
3 Usage of the GOLDi online lab in basic computer science education
4 Expansion of the lab concept to include Hybrid Take-Home Labs
5 Conclusion
References
Authors
235–244
Design, Implementation, and Evaluation of Self-Directed Learning in Digital and Hybrid Lab-based Environments
Martin Burghardt
Martin Burghardt
235–244
Details
1 Goals, Project Context & Research Question
2 Self-Directed Learning in digital and hybrid Educational Labs in the field of Engineering Sciences: Theoretical Context
3 Requirement Analysis plus Creation, Implementation, and Formative Evaluation of the SDL-Concept
4 Summative Evaluation of the SDL-Concept and the related Scenarios
5 Conclusion & Outlook
References
Author
245–262
Implementing Learning Analytics-based Feedback in Online Laboratories—using the Example of a Remote Laboratory
Anke Pfeiffer, Birte Heinemann, Jens Doveren, Ulrik Schroeder
Anke Pfeiffer, Birte Heinemann, Jens Doveren, Ulrik Schroeder
245–262
Details
1 Introduction
2 Supporting Feedback Processes in Online Labs with LA
2.1 Results RQ 1
3 Example of Implementing LA in an RFID Laboratory
3.1 The lab RFID measuring chamber setting
3.2 Results RQ 2
4 Conclusion
Acknowledgements
References
Authors
265–460
2 Educational Chapters (Didactical Considerations)
265–460
265–288
Universal Design & Personalization for Smart Homes – Concepts
Yasmin Hayat, Tobias Ableitner, Gottfried Zimmermann, Sebastian Koch
Yasmin Hayat, Tobias Ableitner, Gottfried Zimmermann, Sebastian Koch
265–288
Details
1 Preface
1.1 Didactic fundamentals
1.2 Learning Objectives and Competences
2 The need for smart homes
2.1 Why are smart homes so important for elderly people and people with disabilities?
2.2 Smart home market in Germany
2.3 Market driver
3 Universal design and variety of user needs
3.1 Definition of the terms “smart home” and “AAL”
3.2 User profiles & features
3.3 User needs
3.3.1 Visual impairment
3.3.2 Hearing impairment
3.3.3 Motor impairment
3.3.4 Cognitive impairment
3.4 Scenarios
4 Guidelines on accessible design
4.1 The three accessibility guidelines
5 Assignment 1: Persona Presentation
5.1 Intro
5.2 Tasks
6 Inclusive Responsiveness
6.1 Definition of “responsive”
6.2 Definition “context of use”
6.3 Responsive web design (Equipment Context)
6.4 Personalization (User Context)
6.5 Context queries (Environment Context)
6.6 Task Context
7 OpenAPE framework
7.1 What is OpenAPE?
7.2 Use cases
7.3 OpenAPE Context service
7.4 Term-Registry-Service
8 Assignment 2: Create an OpenAPE profile
8.1 Tasks
Authors
1 Didactical Concept – Handout for Teachers Universal Design & Personalization for Smart Homes - Concepts VPUX-Lab
2 Didactical Analysis
3 Didactical Concept
289–306
Universal Design & Personalization for Smart Homes – Implementation
Benedikt Reuter1, Gottfried Zimmermann, Tobias Ableitner, Sebastian Koch
Benedikt Reuter1, Gottfried Zimmermann, Tobias Ableitner, Sebastian Koch
289–306
Details
1 Preface
1.1 Overview
1.2 Didactic fundamentals
1.3 Learning Objectives and Competence
2 Why Personalization
3 OpenAPE
1.1 OpenAPE Rest-API
3.1.1 Authentication
3.1.2 Get list of contexts
3.1.3 Get single context
3.1.4 Create context
3.1.5 Update context
3.1.6 Delete context
3.4 OpenAPE Java Client
1.1.1 Data structure
3.4.7 Error Handling
4 OpenHAB
4.1 Background
4.2 OpenHAB Rest-API
4.2.1 Get all Items
4.2.2 send Command
4.3 OpenHAB Server
5 OpenAPETutorial Application
5.1 HTTP Client retrofit
6 Assignment
Authors
1 Didactical Concept—Handout for TeachersUniversal Design & Personalization for Smart Homes—Implementation
2 Didactical Analysis
3 Didactical Concept
307–326
Heuristics to Solve a Team Orienteering Problem
Majsa Ammouriova, Juliana Castaneda, Rafael David Tordecilla, Angel A. Juan
Majsa Ammouriova, Juliana Castaneda, Rafael David Tordecilla, Angel A. Juan
307–326
Details
1 Overview
1.1 Didactic Fundamentals
1.1.1 Target Group
1.1.2 Prerequisites
1.1.3 Learning Resources
1.2 Learning Objectives and Competence
2 Use Case
2.1 User Story
2.2 Tasks
3 Team Orienteering Problem
4 Heuristic 1: Greedy Randomized Adaptive Search
4.1 GRASP Basic Concepts
4.2 Key Information for Python Implementation
5 Heuristic 2: Savings-Based Heuristic
5.1 Savings-based Heuristic Basic Concepts
5.2 Key Information for Python Implementation
6 Further Input: Comparison between Heuristics
7 Assessment
Abbreviations
References
1 Template Didactical Concept — Handout for Teachers
Title Name of the Concept
Lab Environment
2 Didactical Analysis
Target Group
Institutional Requirements
Learning Objectives
3 Didactical Concept
Methodical Implementation
Authors
327–360
Smart Production Logistics Concepts
Jannicke Baalsrud Hauge, Wajid Khilji
Jannicke Baalsrud Hauge, Wajid Khilji
327–360
Details
1 Didactical Preface
1.1 Overview of Didactical Fundamentals
1.2 Keywords
1.3 Learning objectives
1.4 Target Group
2 Use Case
2.1 User Story
2.2 Tasks
2.3 Learning Resources
3 Introduction: Smart Production Logistics
4 ILO 1: Know the different components in a CPS
4.1 Components of a CPS System
4.1.1 Examples of physical Components
4.1.2 Examples of Cyber Components
4.2 Embedded Systems
4.2.1 Characteristics of an Embedded System
4.2.2 Basic Structure of an Embedded System
4.3 Real-Time Information Processing
4.3.1 Digital Twin System as an Example of Real-Time Information Processing
4.4 Software Design
4.4.1 Software Design Levels
4.5 Modularization
4.5.1 Advantages of modularization:
4.5.2 Concurrency
4.5.3 Example
4.6 Software Development
4.6.1 Key steps in the software development process
4.6.1.1 Needs Identification
4.6.1.2 Requirement Analysis
4.6.1.3 Design
4.6.1.4 Development and Implementation
4.6.1.5 Testing
4.6.1.5.1 Deployment and Maintenance
4.6.2 Types of software
4.6.2.1 System software
4.6.2.2 Application software
4.6.2.3 Programming languages
5 ILO 2: Understand the system architecture
5.1 Components of the System Architecture
5.1.1 Components
5.1.2 Layers
5.1.3 Services
5.1.4 Deployment
5.2 Basic Architecture Types
5.2.1 Layered (n-tier) Architecture
5.2.2 Event-bus Architecture
5.2.3 Microservices Architecture (SoA)
5.2.4 Client–Server Architecture
5.3 Advanced Architecture Types
5.3.1 Model-View-Controller Architecture
5.3.2 Broker Architecture
6 ILO 3: Get an overview of how it can be used in logistics — applications
6.1 Smart Grid
6.2 Smart Supply Chain Management
6.3 Autonomous Automobiles
7 ILO 4: Know about the main barriers to implementation
7.1 Barriers to Smart Manufacturing
7.2. Barriers to AI adoption
References
Authors
361–374
Applied Cryptography in the Internet-of-Things
Jan Seedorf, Kazim Mazhar, Florian Schwabe, Irman Omerovic
Jan Seedorf, Kazim Mazhar, Florian Schwabe, Irman Omerovic
361–374
Details
Part A—Educational Considerations
1 Preface
1.1 Didactic Fundamentals
1.2 Learning Objectives and Competence
1.2.1 Competence
1.2.2 Learning Objectives
2 Overview
2.1 Practical Teaching Approach
2.2 Technical and Methodical Considerations
2.2.1 Technical Considerations
2.2.2 Methodical Considerations
3 Lecture Chapter Outline
Part B—Educational Chapter
4 Challenges Week 1
4.1 Challenge 1.1—Linux VM Installation & Setup
4.1.1 Preparation
4.1.2 Installation and configuration
4.1.3 Installing packages
4.2 Challenge 1.2—RIOT Installation & Setup
4.2.1 Preparation & repository Cloning
4.2.2 Configuring a first test project
4.2.3 Running a first test project
4.3 Challenge 1.3—RIOT Tutorials
4.3.1 Preparation
4.3.2 Task execution
5 Challenges Week 2
5.1 Challenge 2.1—Enhancing AES message encryption with an additional block cipher mode of operation
5.1.1 Repository cloning, running and understanding existing code
5.1.2 Enhancing code with an additional block cipher mode
5.2 Challenge 2.2—Enhancing AES Benchmarking with an additional block cipher mode of operation
5.2.1 Repository cloning and understanding existing benchmarking code
5.2.2 Enhancing benchmarking code with an additional block cipher mode
5.2.3 Running first experiments
6 Challenges Week 3
6.1 Challenge 3.1—Running enhanced AES message encryption in a remote IoT-Lab
6.1.1 Account Creation and SSH access
6.1.2 Running first experiments
6.1.3 Running more experiments
6.2 Challenge 3.2—Running enhancing AES benchmarking in an IoT-Lab and executing scientific experiments on a remote test bed
6.2.1 Running first manual experiments
6.2.2 Automizing experiments
6.3 Challenge 3.3—Presentation and discussion of results
6.3.1 Graph generation
6.3.2 Result analysis
7 Conclusion
Acknowledgments
References
Authors
375–388
Online-MQTT: Online Lab for Basic and Advanced Features of the MQTT Protocol
Matas Führer, Roland Heinrich, Abdelwadoud Mabrouk, Tobias Christian Piller, Abdelmajid Khelil, Kubilay Yildiz
Matas Führer, Roland Heinrich, Abdelwadoud Mabrouk, Tobias Christian Piller, Abdelmajid Khelil, Kubilay Yildiz
375–388
Details
1 Introduction
2 Requirements
3 Our Approach for an Online-MQTT Lab
3.1 Technical Architecture
3.2 Integration with the DigiLab4U Infrastructure
3.3 Enabling MQTT for LEGO EV3 Robots
3.4 Live Loop for Immersive User Interaction
3.4.1 Enabling Web-based Interaction with the Experiment
3.4.2 Enabling GDPR-Compliant and Real-Time Control Feedback
3.5 Considerations for Parallel Access to the Lab
4 Evaluation
5 Conclusion
References
Authors
389–406
Understanding the Impact of Measuring and Choosing RFID-Transponders for Applications in Logistics
Dieter Uckelmann, Anke Pfeiffer
Dieter Uckelmann, Anke Pfeiffer
389–406
Details
1 Preface / Overview
1.1 Didactic fundamentals
1.2 Learning Objectives
2 Introduction to RFID-Transponder Testing
2.1 Use-case Introduction
2.2 How to Identify the Right RFID-Transponder for a Given Application
2.2.1 Basics of RFID frequencies
2.2.2 RFID-transponders for Logistics Applications
2.2.3 How to find Missing Information about Unknown Transponders
2.2.4 Comparison of Different RFID Test Methods
3 Measurements with an RFID measurement cabinet
3.1 Threshold Measurement
3.2 Orientation Measurement
3.2.1 Questions you Should ask Yourself
4 Summary
5 Further Resources
5.1 Definitions
5.2 Recommendations for Additional Resources
Acknowledgements
Authors
1 Didactical Considerations for Understanding the Impact of Measuring and Choosing RFID-Transponders for Applications in Logistics—Handout for LecturersLab environment
2 Didactical Analysis
3 Didactical Concept
407–424
Data-Driven Warehouse Logistics Concepts
Jannicke Baalsrud-Hauge, Anindya Chowdhury, Prabahan Basu, Sundus Fatima, Jakob Baalsrud-Hauge, Artem Schurig
Jannicke Baalsrud-Hauge, Anindya Chowdhury, Prabahan Basu, Sundus Fatima, Jakob Baalsrud-Hauge, Artem Schurig
407–424
Details
1 Didactical Preface
1.1 Overview of Didactical Fundamentals
1.2 Keywords
1.3 Learning objectives
1.4 Target Group
2 Use Case
2.1 User Story
2.2 Tasks
2.3 Learning Resources
3 Introduction to a mixed-reality environment for warehousing operations
3.1 Overview of game flow
3.2 Introduction to the physical lab environment
3.2.1 Ultrasonic sensors
3.2.2 Vibration Sensors
3.2.3 Touch Sensors
3.3 Currently available sensors and actuators (March 2022)
4 Evaluation
References
Authors
425–460
Applied RFID in LogisticsTesting RFID Technology for its Application in the Fast-Moving Consumer Goods and Apparel Industries
Giovanni Romagnoli, Dieter Uckelmann, Davide Reverberi, Maria Ustenko
Giovanni Romagnoli, Dieter Uckelmann, Davide Reverberi, Maria Ustenko
425–460
Details
1 Preface
Overview
Didactic fundamentals
Learning Objectives and Skills
2 Theoretical Background of UHF RFID
3 Use of RFID in Industry
Components of an RFID System
Transponder
Readers
Antennas
RFID Frequency Ranges and their Characteristics
Backscatter Communication
Near and Far Field Regions of Antennas
Near-field region antennas
Far-field region antennas
Antenna Polarization
Power Emitted at the Antenna
Received Signal Strength Indication (RSSI)
Modulation and Encoding
Anti-collision Methods
Data on the Transponder
Desired and unwanted readings
Alpha and Beta Errors
Alpha Error
Beta Error
Factors in Performance Limitations and Testing
Material to which the transponder is attached
Noise and interference
4 Use Case
Creation of an RSSI curve
Reading optimization
Economic evaluation
References
Authors
463–501
3 Interactive Demos
463–501
463–470
Interactive Demonstration showing a Remote Lab using the Fischertechnik learning Factory 4.0
Michael Klein, Andrej Itrich, Thomas Eppler
Michael Klein, Andrej Itrich, Thomas Eppler
463–470
Details
1 Introduction
2 The fischertechnik learning factory 4.0
2.1 MQTT
2.2 Apache Nifi
2.3 OPC/UA
2.4 Communication structure
2.5 Study materials and exercises
References
Authors
471–478
A Rationale to Form a Community to Develop Free Online Simulations that improve Access to Higher Education Science and Engineering Courses for Students in Low-Income Countries
Paul Press
Paul Press
471–478
Details
1 Introduction
1.1 Scope of this paper
1.2 Background
2 Abstraction
2.1 Taking the hypothetical seriously
2.2 Abstraction in Physics
2.3 Education without abstraction
2.4 Smartphone solutions
2.5 Further studies
References
Author
479–484
XR Twin Lab: an Open-Source Toolbox for XR Remote Access to Experimental Setups in Photonics based on Web Technologies
Johannes Kretzschmar, Clara Henkel, Falko Sojka, Jari Domke, Thomas Kaiser, Christian Helgert, Thomas Pertsch
Johannes Kretzschmar, Clara Henkel, Falko Sojka, Jari Domke, Thomas Kaiser, Christian Helgert, Thomas Pertsch
479–484
Details
1 Introduction
2 Implementation
References
Authors
485–490
Is Game-based Learning as a Computer Game a Benefit for Teaching?
Hans-Georg Reimer, Felix Gers, Steffen Prowe
Hans-Georg Reimer, Felix Gers, Steffen Prowe
485–490
Details
1 Introduction
2 The GBL application
2.1 The User Interface
3 Field Trial
3.1 Results
4 Summary
References
Authors
491–501
Mariotel: A Virtual Remote Computer Science Lab
Jean-Vincent Loddo, Rushed Kanawati
Jean-Vincent Loddo, Rushed Kanawati
491–501
Details
1 Introduction
2 Mariotel: Usage Guide
3 Mariotel: Architecture
4 Mariotel: Usage Report
5 Conclusions
Acknowledgment
References
Authors
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Online-Labs in Education , page 485 - 490
Is Game-based Learning as a Computer Game a Benefit for Teaching?
Autoren
Hans-Georg Reimer
Felix Gers
Steffen Prowe
DOI
doi.org/10.5771/9783957104106-485
ISBN print: 978-3-98542-036-0
ISBN online: 978-3-95710-410-6
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