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Institute
- Fachbereich Elektrotechnik und Informationstechnik (1150) (remove)
s the magnetic field strength and therefore the operational frequency in MRI are increased, the radiofrequency wavelength approaches the size of the human head/body, resulting in wave effects which cause signal decreases and dropouts. Especially, whole-body imaging at 7 T and higher is therefore challenging. Recently, an acquisition scheme called time-interleaved acquisition of modes has been proposed to tackle the inhomogeneity problems in high-field MRI. The basic premise is to excite two (or more) different Burn:x-wiley:07403194:media:MRM23081:tex2gif-stack-1 modes using static radiofrequency shimming in an interleaved acquisition, where the complementary radiofrequency patterns of the two modes can be exploited to improve overall signal homogeneity. In this work, the impact of time-interleaved acquisition of mode on image contrast as well as on time-averaged specific absorption rate is addressed in detail. Time-interleaved acquisition of mode is superior in Burn:x-wiley:07403194:media:MRM23081:tex2gif-stack-2 homogeneity compared with conventional radiofrequency shimming while being highly specific absorption rate efficient. Time-interleaved acquisition of modes can enable almost homogeneous high-field imaging throughout the entire field of view in PD, T2, and T2*-weighted imaging and, if a specified homogeneity criterion is met, in T1-weighted imaging as well.
Through a mirror darkly – On the obscurity of teaching goals in game-based learning in IT security
(2021)
Teachers and instructors use very specific language communicating teaching goals. The most widely used frameworks of common reference are the Bloom’s Taxonomy and the Revised Bloom’s Taxonomy. The latter provides distinction of 209 different teaching goals which are connected to methods. In Competence Developing Games (CDGs - serious games to convey knowledge) and in IT security education, a two- or three level typology exists, reducing possible learning outcomes to awareness, training, and education. This study explores whether this much simpler framework succeeds in achieving the same range of learning outcomes. Method wise a keyword analysis was conducted. The results were threefold: 1. The words used to describe teaching goals in CDGs on IT security education do not reflect the whole range of learning outcomes. 2. The word choice is nevertheless different from common language, indicating an intentional use of language. 3. IT security CDGs use different sets of terms to describe learning outcomes, depending on whether they are awareness, training, or education games. The interpretation of the findings is that the reduction to just three types of CDGs reduces the capacity to communicate and think about learning outcomes and consequently reduces the outcomes that are intentionally achieved.
Thermal and Optical Study on the Frequency Dependence of an Atmospheric Microwave Argon Plasma Jet
(2019)
We present a robotic tool that autonomously follows a conversation to enable remote presence in video conferencing. When humans participate in a meeting with the help of video conferencing tools, it is crucial that they are able to follow the conversation both with acoustic and visual input. To this end, we design and implement a video conferencing tool robot that uses binaural sound source localization as its main source to autonomously orient towards the currently talking speaker. To increase robustness of the acoustic cue against noise we supplement the sound localization with a source detection stage. Also, we include a simple onset detector to retain fast response times. Since we only use two microphones, we are confronted with ambiguities on whether a source is in front or behind the device. We resolve these ambiguities with the help of face detection and additional moves. We tailor the system to our target scenarios in experiments with a four minute scripted conversation. In these experiments we evaluate the influence of different system settings on the responsiveness and accuracy of the device.
During the development of a Competence Developing Game’s (CDG) story it is indispensable to understand the target audience. Thereby, CDGs stories represent more than just the plot. The Story is about the
Setting, the Characters and the Plot. As a toolkit to support the
development of such a story, this paper introduces the UserFocused Storybuilding (short UFoS) Framework for CDGs. The Framework and its utilization will be explained, followed by a description of its development and derivation, including an empirical study. In addition, to simplify the Framework use regarding the CDG’s target audience, a new concept of Nine Psychographic Player Types will be explained. This concept of Player Types provides an approach to handle the differences in between players during the UFoS Framework use. Thereby,
this article presents a unique approach to the development of
target group-differentiated CDGs stories.