Ermittlung optimaler Bauteilorientierung zur Verbesserung der Prozessplanung in der CAD/RP-Kette

Ein wesentlicher Einflussfaktor auf die Bauteilqualität und Prozessgüte bei der generativen Herstellung von Prototypen ist die Orientierung der Bauteile. So kann eine optimierte Ausrichtung den Treppenstufeneffekt (Staircasing) sowie den Curling-Effekt minimieren und somit die Oberflächenqualität bzw. die Bauteilgenauigkeit erhöhen oder die Berücksichtigung von Formtoleranzen (z.B. Rundheit) ermöglichen. Des Weiteren können verschiedene Bauteilausrichtungen unterschiedliche Ausführungen von Stützkonstruktionen bewirken und die Bauteilstabilität beeinflussen. Diese und ähnliche Wechselwirkungen gilt es bei der Auswahl einer geeigneten Bauteilorientierung für RP-Anwendungen zu berücksichtigen. Dieser Vortrag stellt ein generisches System vor, welches unter Berücksichtigung der genannten Einflussfaktoren sowie weiterer Effekte eine rechnergestützte Optimierung der Bauteilorientierung durchführt. Neben der weiterhin notwendigen Erfahrung der Anwender zur endgültigen Festlegung der fallabhängigen Bauteilausrichtung liefert das System Vorschläge auf Basis einer intensiven Geometrieanalyse, die eine entsprechende Datenaufbereitung im Rahmen der Prozessplanung unterstützen.

GPU-based Ray Tracing of Dynamic Scenes

Interactive ray tracing of non-trivial scenes is just becoming feasible on single graphics processing units (GPU). Recent work in this area focuses on building effective acceleration structures, which work well under the constraints of current GPUs. Most approaches are targeted at static scenes and only allow navigation in the virtual scene. So far support for dynamic scenes has not been considered for GPU implementations. We have developed a GPU-based ray tracing system for dynamic scenes consisting of a set of individual objects. Each object may independently move around, but its geometry and topology are static.

Mobile Games for Learning

Today, pupils at the age of 15 have spent their entire life surrounded by and interacting with diverse forms of computers. It is a routine part of their day-to-day life and by now computer-literacy is common at very early age. Over the past five years, technology for teens has become predominantly mobile and ubiquitous within every aspect of their lives. To them, being online is an implicitness. In Germany, 88% of youth aged between 12-19 years own a smartphone and about 20% use the Internet via tablets. Meanwhile, more and more young learners bring their devices into the classroom and pupils increasingly demand for innovative and motivating learning scenarios that strongly respond to their habits of using media. With this development, a shift of paradigm is slowly under way with regard to the use of mobile technology in education. By now, a large body of literature exists, that reports concepts, use-cases and practical studies for effectively using technology in education. Within this field, a steadily growing body of research has developed that especially examines the use of digital games as instructional strategy. The core concern of this thesis is the design of mobile games for learning. The conditions and requirements that are vital in order to make mobile games suitable and effective for learning environments are investigated. The base for exploration is the pattern approach as an established form of templates that provide solutions for recurrent problems. Building on this acknowledged form of exchanging and re-using knowledge, patterns for game design are used to classify the many gameplay rules and mechanisms in existence. This research draws upon pattern descriptions to analyze learning game concepts and to abstract possible relationships between gameplay patterns and learning outcomes. The linkages that surface are the starting bases for a series of game design concepts and their implementations are subsequently evaluated with regard to learning outcomes. The findings and resulting knowledge from this research is made accessible by way of implications and recommendations for future design decisions.

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.