Search results for author:"Ralf Steinmetz"
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World Conference on Educational Media and Technology 2000 (2000) pp. 1323–1324
In this paper we describe a layered approach, which allows the adaptation of the visualization content according to the user's needs using meta-data. In contrast to existing approaches, the educator can adjust both the level of explanation and the...
World Conference on Educational Media and Technology 2000 (2000) pp. 1831–1832
Considering the amount of knowledge accumulated on the Web, the discussion of an effective use of the web resources becomes urgent. The main question is how to find the relevant information . In our web based teaching system Multibook we use...
World Conference on Educational Media and Technology 2000 (2000) pp. 1161–1167
In this paper we present the design of a course on multimedia-based learning and a case study carried out at the Darmstadt University of Technology. We describe the course, the interdisciplinary audience and the employment of computer-based...
World Conference on Educational Media and Technology 2007 (Jun 25, 2007) pp. 3142–3149
During their lifecycle, learning resources gather many kinds of information and relations, which could be helpful for their use, re-use and management. Unfortunately the storing, capturing and utilization of these relations is not yet supported by...
Topics: Learning Management Systems
Choosing an Online Learning Platform focusing on Reusability of Learning Objects and its Implications for Comparison Schemata Design
World Conference on Educational Media and Technology 2002 (2002) pp. 1317–1322
Project decisions about suitability of existing online learning platforms are often discussed by using project specific proprietary comparison schemata or via a comparison service offered in the world wide web. Reusability aspects can hardly be...
World Conference on Educational Media and Technology 2000 (2000) pp. 752–757
Learning protocols are computational descriptions of collaborative learning policies (strategies). They can help geographically distributed people to overcome the difficulty of coordination by guiding and controlling social interactions in virtual ...
International Journal of Game-Based Learning Vol. 3, No. 1 (January 2013) pp. 63–79
The genre of educational adventure games is a common and successful choice in game-based learning. The games combine captivating narratives that motivate players to continue playing with game mechanics that are conductive to learning: the gameplay...
World Conference on Educational Media and Technology 2005 (Jun 27, 2005) pp. 3453–3460
The ResourceCenter, which we describe in this paper, is a web-based digital repository for learning objects with an integrated tool set for authoring of SCORM-compliant courses. We developed this integrated system and the scientific concepts to...
Modeling the Player: Predictability of the Models of Bartle and Kolb Based on NEO-FFI (Big5) and the Implications for Game Based Learning
International Journal of Game-Based Learning Vol. 4, No. 2 (April 2014) pp. 36–50
For adaptation and personalization of game play sophisticated player models and learner models are used in game-based learning environments. Thus, the game flow can be optimized to increase efficiency and effectiveness of gaming and learning in...
EdMedia + Innovate Learning 1999 (1999) pp. 640–645
The Multibook project of the Darmstadt University of Technology builds a webbased adaptive hypermedia teaching and learning environment for multimedia and communication technology. Hereby, the demands of diverse user groups, user levels and...
World Conference on Educational Media and Technology 2007 (Jun 25, 2007) pp. 3158–3163
The re-use of existing content plays a significant role in the increasing market of E-Learning content. But often this re-use of content requires adaptations to adjust the content for its new usage. This paper focuses on adapting the layout of E...
World Conference on Educational Media and Technology 2007 (Jun 25, 2007) pp. 3128–3136
The Re-Use of Learning Resources is an important issue and it is addressed in several actual papers. Re-using Learning Resources in a new context makes it necessary to adapt them to fit the new requirements. Our goal is to support users to perform...
World Conference on Educational Media and Technology 2011 (Jun 27, 2011) pp. 2830–2839
Recently, a need for new teaching models and a new role of the teacher has evolved. Serious Games offer a new concept for game-based learning. Using state-of-the-art 3D-technology, it is possible to create virtual environments in which students can...
World Conference on Educational Media and Technology 2007 (Jun 25, 2007) pp. 3164–3171
Reusability of Learning Resources has been a research issue for many years. There are several theoretical solutions for enabling efficient reuse of Learning Resources. In practice though, reuse is still far behind its potential. One key requirement...
Topics: Learning Objects
Game Mastering in Collaborative Serious Games: A Novel Approach for Instructor Support in Multiplayer Serious Games
International Journal of Game-Based Learning Vol. 5, No. 4 (October 2015) pp. 27–49
In collaborative learning scenarios, the role of the instructor is vital. This aspect directly carries over to the concept of collaborative multiplayer Serious Games, where a group of players is learning together using a Serious Game. In this paper, ...
MediBook: Combining Semantic Networks with Metadata for Learning Resources to Build a Web Based Learning System
Achim Steinacker; Andreas Faatz; Cornelia Seeberg; Ivica Rimac; Stefan Hoermann; Abdulmotaleb El Saddik; Ralf Steinmetz
World Conference on Educational Media and Technology 2001 (2001) pp. 1790–1795
This paper gives an overview of MediBook, a joint project of the Medical Department of University Gießen (Germany) and the Department of Electrical Engineering and Information Technology at Darmstadt University of Technology (Germany) funded by...
Educational Technology & Society Vol. 15, No. 4 (2012) pp. 27–38
The basis for individual students' instructional support by teachers is an individual diagnosis of one's learning advances and difficulties. Even though sophisticated diagnostic tools exist, it remains an open question how diagnosis and learning can ...