DBIS

A common problem with spatial immersive applications is the placement of UI elements in the space. On the one hand, a menu needs to be accessible and on the other hand, it must not be in the way of the user when it is not needed. Moreover, the menus need to adapt to the room’s characteristics, e.g. to avoid problems where menus clip through walls and become unreachable. For mixed reality applications, the environment can vary from small rooms to large lecture halls. UI systems must account for this. For instance, UI elements cannot be placed in a fixed position in space without respecting the spatial mapping of the real environment. Instead, a more intelligent solution is required for positioning UI elements in space.

Existing Virtual Learning Environments like Moodle include different multi-media modules to allow lecturers to convey the learning material in a suitable way. However, Virtual Learning Environments have not yet adapted Mixed Reality technology despite its large potential to support learning processes.

Collaboration and group work are essential parts of learning since they encourage students to exchange ideas, to learn from each other and to support each other. The ability to work as a team increases the quality and amount of results and is therefore a highly demanded soft skill. However, students who face group work in courses still encounter challenges regarding efficient coordination, motivation and communication when working on group assignments or in learning groups. This becomes evident in processes where one person does all the work. Other common examples include a lack of communication where the group accumulates their individual results only at the end of the project and the participants cannot compensate if some members failed to deliver their results on time. Mixed Reality bears the potential to provide a structured 3D environment for organization and collaboration where group tasks can be split up visually between participants in virtual meetings. Additionally, Gamification can provide means of motivation to continue with a learning task and to strengthen the unity of the team.

The goal of this master thesis is to re-design and extend an existing serious games platform as microservices for a gamification framework already realized as microservice architecture.

Our approach is a comprehensive and evolutionary sociotechnological learning analytics and design process leading to a flexible infrastructure where professional communities can co-create their wearable enhanced learning solution.

The aim of this thesis is to build a web frontend to browse, mint and exchange NFT (nonfungible token, standard ERC-721) based transactions.

Online social networks (OSNs) have become one of the main types of online applications enabling the exchange of information between a large number of users, which, however, at the same time raises new security and privacy concerns. Unexpectedly for many users, automated accounts, known as social bots, are increasingly contributing to the information distribution process. Artificial immune systems (AIS) use concepts and algorithms inspired by human immune system theory. AIS is able to adapt to the changing nature and behavior patterns of malicious social bots.

Integrating mixed reality (MR) with knowledge graphs offers a transformative approach in an era where education is becoming increasingly personalized and interactive. Visualizing knowledge through graphs and providing an immersive experience allows learners to shape their educational spaces and engage with information in new, dynamic ways.

Research in the domain of model-driven Web engineering is mostly targeted at professional Web developers. But recent developments in Web engineering techniques more and more bear the potential to include also non-technical stakeholders into the conceptual modeling of Web applications. This new approach of integrating a complete community into the modeling process bears new challenges that are subject to research.