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In der Praxis bestehen vielfältige Einsatzbereiche für Verkehrsnachfragemodelle. Mit ihnen können Kenngrößen des Verkehrsangebots und der Verkehrsnachfrage für den heutigen Zustand wie auch für zukünftige Zustände bereitgestellt werden, um so die Grundlagen für verkehrsplanerische Entscheidungen zu liefern. Die neuen „Empfehlungen zum Einsatz von Verkehrsnachfragemodellen für den Personenverkehr“ (EVNM-PV) (FGSV 2022) veranschaulichen anhand von typischen Planungsaufgaben, welche differenzierten Anforderungen daraus für die Modellkonzeption und -erstellung resultieren. Vor dem Hintergrund der konkreten Aufgabenstellung sowie deren spezifischer planerischer Anforderungen bildet die abzuleitende Modellspezifikation die verabredete Grundlage zwischen Auftraggeber und Modellersteller für die konkrete inhaltliche, fachliche Ausgestaltung des Verkehrsmodells.
Eye movement modelling examples (EMME) are instructional videos that display a
teacher’s eye movements as “gaze cursor” (e.g. a moving dot) superimposed on the
learning task. This study investigated if previous findings on the beneficial effects of EMME would extend to online lecture videos and compared the effects of displaying the teacher’s gaze cursor with displaying the more traditional mouse cursor as a tool to guide learners’ attention. Novices (N = 124) studied a pre-recorded video lecture on how to model business processes in a 2 (mouse cursor absent/present) × 2 (gaze cursor absent/present) between-subjects design. Unexpectedly, we did not find significant effects of the presence of gaze or mouse cursors on mental effort and learning. However, participants who watched videos with the gaze cursor found it easier to follow the teacher. Overall, participants responded positively to the gaze cursor, especially when the mouse cursor was not displayed in the video.
In this article, we introduce how eye-tracking technology might become a promising tool to teach programming skills, such as debugging with ‘Eye Movement Modeling Examples’ (EMME). EMME are tutorial videos that visualize an expert's (e.g., a programming teacher's) eye movements during task performance to guide students’ attention, e.g., as a moving dot or circle. We first introduce the general idea behind the EMME method and present studies that showed first promising results regarding the benefits of EMME to support programming education. However, we argue that the instructional design of EMME varies notably across them, as evidence-based guidelines on how to create effective EMME are often lacking. As an example, we present our ongoing research on the effects of different ways to instruct the EMME model prior to video creation. Finally, we highlight open questions for future investigations that could help improving the design of EMME for (programming) education.
This paper describes the realization of a novel neurocomputer which is based on the concepts of a coprocessor. In contrast to existing neurocomputers the main interest was the realization of a scalable, flexible system, which is capable of computing neural networks of arbitrary topology and scale, with full independence of special hardware from the software's point of view. On the other hand, computational power should be added, whenever needed and flexibly adapted to the requirements of the application. Hardware independence is achieved by a run time system which is capable of using all available computing power, including multiple host CPUs and an arbitrary number of neural coprocessors autonomously. The realization of arbitrary neural topologies is provided through the implementation of the elementary operations which can be found in most neural topologies.