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Putz V.,Vienna University of Education | Svozil K.,Vienna University of Technology
Soft Computing | Year: 2015

We consider ways of conceptualizing, rendering and perceiving quantum music and quantum art in general. Thereby, we give particular emphasis to its non-classical aspects, such as coherent superposition and entanglement. © 2015 Springer-Verlag Berlin Heidelberg Source

Greller W.,Vienna University of Education | Ebner M.,University of Graz | Schon M.,University of Graz
Communications in Computer and Information Science | Year: 2014

Much has been written lately about the potential of Learning Analytics for improving learning and teaching. Nevertheless, most of the contributions to date are concentrating on the abstract theoretical or algorithmic level, or, deal with academic efficiencies like teachers' grading habits. This paper wants to focus on the value that Learning Analytics brings to pedagogic interventions and feedback for reflection. We first analyse what Learning Analytics has to offer in this respect, and, then, present a practical use case of applied Learning Analytics for didactic support in primary school Arithmetic. © Springer International Publishing Switzerland 2014. Source

Wernbacher T.,Danube University Krems | Pfeiffer A.,Danube University Krems | Wagner M.,Vienna University of Education | Hofstatter J.,Ovos
Proceedings of the European Conference on Games-based Learning | Year: 2012

During the past two years we developed a physics game following a unique design principle. Many educational games currently available on the market solely focus on knowledge transfer following a behaviourist principle (Annetta, 2010). The learner is confronted with more or less demanding tasks which are solved using the trial and error method (Skinner, 1938). Learning success is directly assessed using a simple feedback system ("right", "wrong"). Furthermore the audio visual quality of interactive learning software often can't keep up with video games today's target group has become accustomed to. We decided to take a different path. Since fun of play is considered as one of the key elements of an elaborated game playing experience (Vorderer et al., 2004), we decided to design a fun filled and action packed learning game built around a serious topic: renewable energies. The content of the game is based on the physics curriculum while the graphical and audio visual quality of "Ludwig" was designed to stand a comparison with common triple a games. We crafted the game using the powerful open source software Unity. This tool empowered us to create an immersive game environment which was inspired by the look and feel of World of Warcraft. A simple formula "learning goal = game goal" defined the core game mechanics. Based on a constructivist paradigm "Ludwig" offers challenges in an interactive 3d world while learning takes place in an authentic context (McLellan, 1985). Players are allowed to explore the game world, to experiment in virtual laboratories and to solve problems freely while their actions directly lead to consequences and positive feedback by the game. The players actions leave a trace in the game world fostering individual experiences of self-efficacy (Bandura, 1977). Numerous feedback iterations with the target group consisting of students and teachers secured a satisfying level of quality regarding the learning content, the gameplay and the look & feel of "Ludwig". We decided to use an iterative design principle which empowers players to become game designers (Wagner, 2009). By applying qualitative and quantitative methods we gained insights in the applicability of variable quality assurance strategies. Students reflected on the playability of the game, on the usability of the interface and finally on motivational aspects (learning motivation, interest for physics). Teachers reflected on the potential benefits and problems of using "Ludwig" in class. The results of the formative (quality assurance workshops) as well as the summative evaluation (assessment of motivational, cognitive and learning processes) show that "Ludwig" can foster learning processes if game based learning is combined with established teaching methods and material. Source

Jevsnik S.,IstanbulTechnical University | Kalaoglu F.,IstanbulTechnical University | Terliksiz S.,IstanbulTechnical University | Purgaj J.,Vienna University of Education
Tekstilec | Year: 2014

3D computer technologies are closely linked to all textile fields ranging from the designing and constructing of fabrics and garments, virtual human body presentations, interactive virtual prototyping to virtual fashion shows and e-trading. This paper offers a review of frequently used methods for fabric simulation. The review is divided into two parts. The first part of the paper comprises currently used techniques, followed by the presentation of basic terms and fabric parameters required for fabric simulations. The second part discusses the approaches and methods for constructing computer models of fabrics. In conclusion, the list of used techniques and parameters for defining a computer fabric model are presented together with given future guidance. Source

Our life is to a high extent penetrated by the economy. Economic education should therefore enable young people to act in a self-determined and responsible way in a democratic setting - to orientate themselves, to shape opinions and to act. Knowledge is also necessary, but not exclusively. Tests usually just evaluate the capacity to memorise and at the best the capacity to connect matters, but not the abilities mentioned above. Comparing the two basic paradigms of economic education, i.e., economistic (categorical) education and everyday life-oriented socio-economic education, makes clear that in the subject "Geography and Economic Education" as well as in the didactics of Geography and Economic Education, the essential society-space-economy-context is compatible to the latter paradigm. Thus, the didactically legitimate choice of topics in the paradigm of socio-economic education is based primarily on four subject areas: private household, consumption, work and society. Especially at the lower secondary level, to a lesser extent also at the higher secondary level of schools providing general education, socio-economic education is not understood to be just a reduced version of business economics and macroeconomics. To which extent this orientation is practised at the lower secondary level was the central question of an empirical study (n = 527) conducted at Viennese schools (New Secondary Schools as well as Lower Level Academic Secondary Schools). This study surveyed also the teachers' perception of the significance as well as the difficulty of teaching economic topics. Analysis was performed using qualitative content analysis and contextual analysis. Results related to the estimated importance of economic topics show that for 54% of the respondents "society economy" is the most important topic, with a big gap followed by "labour economics" and "consumption economics". Economy of private households, the primary living environment for children and adolescents, is obviously of little importance for teachers. When teachers highlighted economic subjects difficult to teach, they referred at a rate of 81% again to "society economy". For Geography and Economic Education instruction in schools the following three conclusions are drawn: (1) Schools should take advantage of their contacts to professionals and enterprises. (2) References to everyday life and the living environment of pupils are inherent to almost all economic themes and questions and should be activated. (3) Since no certain answer is available to several questions, controversially designed learning environments should be preferred. As confirmed by this study, all this is already implemented at the lower secondary level, but needs to be intensified and expanded. Source

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