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We present an automated pipeline for the generation of synthetic datasets for six-dimension (6D) object pose estimation. Therefore, a completely automated generation process based on predefined settings is developed, which enables the user to create large datasets with a minimum of interaction and which is feasible for applications with a high object variance. The pipeline is based on the Unreal 4 (UE4) game engine and provides a high variation for domain randomization, such as object appearance, ambient lighting, camera-object transformation and distractor density. In addition to the object pose and bounding box, the metadata includes all randomization parameters, which enables further studies on randomization parameter tuning. The developed workflow is adaptable to other 3D objects and UE4 environments. An exemplary dataset is provided including five objects of the Yale-CMU-Berkeley (YCB) object set. The datasets consist of 6 million subsegments using 97 rendering locations in 12 different UE4 environments. Each dataset subsegment includes one RGB image, one depth image and one class segmentation image at pixel-level.
Modeling and upscaling of a pilot bayonettube reactor for indirect solar mixed methane reforming
(2020)
Game-based learning is a promising approach to anti-phishing education, as it fosters motivation and can help reduce the perceived difficulty of the educational material. Over the years, several prototypes for game-based applications have been proposed, that follow different approaches in content selection, presentation, and game mechanics. In this paper, a literature and product review of existing learning games is presented. Based on research papers and accessible applications, an in-depth analysis was conducted, encompassing target groups, educational contexts, learning goals based on Bloom’s Revised Taxonomy, and learning content. As a result of this review, we created the publications on games (POG) data set for the domain of anti-phishing education. While there are games that can convey factual and conceptual knowledge, we find that most games are either unavailable, fail to convey procedural knowledge or lack technical depth. Thus, we identify potential areas of improvement for games suitable for end-users in informal learning contexts.