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This paper introduces a Competence Developing Game (CDG) for the purpose of a cybersecurity awareness training for businesses. The target audience will be discussed in detail to understand their requirements. It will be explained why and how a mix of business simulation and serious game meets these stakeholder requirements. It will be shown that a tablet and touchscreen based approach is the most suitable solution. In addition, an empirical study will be briefly presented. The study was carried out to examine how an interaction system for a 3D-tablet based CDG has to be designed, to be manageable for non-game experienced employees. Furthermore, it will be explained which serious content is necessary for a Cybersecurity awareness training CDG and how this content is wrapped in the game
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.
Wireless CAN
(2018)
In modernen elektronischen und mechatronischen Systemen, z. B. im industriellen oder automobil Bereich, kommunizieren eingebettete Steuergeräte und Sensoren vielfach über Bussysteme wie CAN oder LIN. Die Kommunikation findet in der Regel drahtgebunden statt, so dass der Kabelbaum für die Kommunikation sehr groß werden kann. Daher ist es naheliegend, Leitungen und dazugehörige Stecker, z. B. für nicht-sicherheitskritische Komfortsysteme, einzusparen und diese durch gerichtete Funkstrecken für kurze Entfernungen zu ersetzen. Somit könnten Komponenten wie ECUs oder Sensoren kabel- und steckerlos in ein Bussystem integriert werden. Zudem ist eine einfache galvanische und mechanische Trennung zu erreichen. Funkübertragung wird bei diesen Bussystemen derzeit nicht eingesetzt, da insbesondere die Echtzeitfähigkeit und die Robustheit der vorhandenen Funksysteme nicht den Anforderungen der Anwendungen entspricht. Zudem sind bestehende Funksysteme wie WLAN oder Bluetooth im Vergleich zur konventionellen Verkabelung teuer und es besteht hierbei die Möglichkeit, dass sie ausspioniert werden können und so sensible Daten entwendet werden können. In dieser Arbeit wird eine alternative Realisierung zu den bestehenden Funksystemen vorgestellt, die aus wenigen Komponenten aufzubauen ist. Es ist eine protokolllose, echtzeitfähige Übertragung möglich und somit die transparente Integration in ein Bussystem wie CAN.
In this work, we report on our attempt to design and implement an early introduction to basic robotics principles for children at kindergarten age. One of the main challenges of this effort is to explain complex robotics contents in a way that pre-school children could follow the basic principles and ideas using examples from their world of experience. What sets apart our effort from other work is that part of the lecturing is actually done by a robot itself and that a quiz at the end of the lesson is done using robots as well. The humanoid robot Pepper from Softbank, which is a great platform for human–robot interaction experiments, was used to present a lecture on robotics by reading out the contents to the children making use of its speech synthesis capability. A quiz in a Runaround-game-show style after the lecture activated the children to recap the contents they acquired about how mobile robots work in principle. In this quiz, two LEGO Mindstorm EV3 robots were used to implement a strongly interactive scenario. Besides the thrill of being exposed to a mobile robot that would also react to the children, they were very excited and at the same time very concentrated. We got very positive feedback from the children as well as from their educators. To the best of our knowledge, this is one of only few attempts to use a robot like Pepper not as a tele-teaching tool, but as the teacher itself in order to engage pre-school children with complex robotics contents.
Die Erfindung betrifft ein Bussystem enthaltend Busleitungen, an denen eine Anzahl von Busteilnehmern über einen Transceiver anschließbar sind, wobei der Transceiver eine bidirektionale Kommunikation zwischen mindestens zwei Busteilnehmern bewirkt, wobei auf einer busabgewandten Seite des Transceivers sich an denselben eine Zwischenbrückeneinheit anschließt, die mindestens zwei Sender-/Empfänger-Paare enthaltend jeweils einen Sender und einen Empfänger aufweist, wobei der Sender einen Senderoszillator, eine Amplituden- und/oder Phasen- und/oder Frequenzmodulator sowie eine Antenne aufweist und wobei der Empfänger einen Mischer aufweisenden Demodulator sowie eine Antenne aufweist, wobei ein erstes Sender-/Empfänger-Paar über eine Funkschnittstelle mit dem zweiten Sender-/Empfänger-Paar miteinander gekoppelt sind.
To train end users how to interact with digital systems is indispensable to ensure a strong computer security. 'Competence Developing Game'-based approaches are particularly suitable for this purpose because of their motivation-and simulation-aspects. In this paper the Competence Developing Game 'GHOST' for cybersecurity awareness trainings and its underlying patterns are described. Accordingly, requirements for an 'Competence Developing Game' based training are discussed. Based on these requirements it is shown how a game can fulfill these requirements. A supplementary game interaction design and a corresponding evaluation study is shown. The combination of training requirements and interaction design is used to create a 'Competence Developing Game'-based training concept. A part of these concept is implemented into a playable prototype that serves around one hour of play respectively training time. This prototype is used to perform an evaluation of the game and training aspects of the awareness training. Thereby, the quality of the game aspect and the effectiveness of the training aspect are shown.