Messkonzept und Methodik zur Konfiguration und zum Nachweis

Radio Frequenzidentifikation (RFID) auf Basis pas-siver Transponder im Ultra-High-Frequenzbereich (UHF) findet in der Logistik immer häufiger Anwen-dung. Zur Ausschöpfung der Potenziale dieser AutoID-Technologie wird vorausgesetzt, dass die Identifikation der Waren und Güter zuverlässig erfolgt. Dies gestaltet sich aufgrund von Umgebungseinflüssen auf das elek-tromagnetische Lesefeld, das die passiven Transponder zur Identifikation mit Energie versorgt, oftmals sehr schwierig. Die Kenntnis der elektromagnetischen Feld-stärkeverteilung im Raum kann somit als Grundlage für die Bewertung der zuverlässigen Erfassung durch RFID-Installationen herangezogen werden. Das im Bei-trag vorgestellte Messkonzept mit Methodik zeigt eine Möglichkeit zur schnellen Erfassung der Lese-feldausprägung auf, um anhand der Ergebnisse die Kon-figuration dieser Systeme zu erleichtern.

Evaluation of Binocular Eye Trackers and Algorithms for 3D Gaze Interaction in Virtual Reality Environments

Tracking user’s visual attention is a fundamental aspect in novel human-computer interaction paradigms found in Virtual Reality. For example, multimodal interfaces or dialogue-based communications with virtual and real agents greatly benefit from the analysis of the user’s visual attention as a vital source for deictic references or turn-taking signals. Current approaches to determine visual attention rely primarily on monocular eye trackers. Hence they are restricted to the interpretation of two-dimensional fixations relative to a defined area of projection. The study presented in this article compares precision, accuracy and application performance of two binocular eye tracking devices. Two algorithms are compared which derive depth information as required for visual attention-based 3D interfaces. This information is further applied to an improved VR selection task in which a binocular eye tracker and an adaptive neural network algorithm is used during the disambiguation of partly occluded objects.

E-Learning Systems, Environments and Approaches

The volume consists of twenty-five chapters selected from among peer-reviewed papers presented at the CELDA (Cognition and Exploratory Learning in the Digital Age) 2013 Conference held in Fort Worth, Texas, USA, in October 2013 and also from world class scholars in e-learning systems, environments and approaches. The following sub-topics are included: Exploratory Learning Technologies (Part I), e-Learning social web design (Part II), Learner communities through e-Learning implementations (Part III), Collaborative and student-centered e-Learning design (Part IV). E-Learning has been, since its initial stages, a synonym for flexibility. While this dynamic nature has mainly been associated with time and space it is safe to argue that currently it embraces other aspects such as the learners’ profile, the scope of subjects that can be taught electronically and the technology it employs. New technologies also widen the range of activities and skills developed in e-Learning. Electronic learning environments have evolved past the exclusive delivery of knowledge. Technology has endowed e-Learning with the possibility of remotely fomenting problem solving skills, critical thinking and team work, by investing in information exchange, collaboration, personalisation and community building.