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Institute
- Fachbereich 1 - Institut Informatik (372) (remove)
Es konnte in dieser Arbeit festgestellt werden, das Relationship Marketing eher eine Akzentuierung
des traditionellen Marketing darstellt und aufgrund der Inkonsistenzen in den einzelnen Ansätzen
kein neues Marketing Paradigma darstellt. Wenn Relationship Marketing sich zu einem neuem
Marketing Paradigma entwickeln soll, dann muss vor allen Dingen die Erschaffung von Werten, der
Verlauf von Beziehungen und deren Entstehung im Vordergrund stehen. Um den evolutorischen
Weg des Relationship Marketing voranzutreiben und im Vertrauensmanagement Kundenbindungen
zu beschreiben, wurde eine im E-Commerce gültige Typologie erstellt, welche qualitative
Ausprägung der Kundenbindung durch die Antezedenz Variable Vertrauen beschreibt. Den Beleg
der Existenz einer solchen Typologie brachte das im Verlauf dieser Abschlussarbeit entwickelte
Messinstrumentes einer qualitativen Ausprägung mittels Vertrauen. In der folgenden Diskussion
konnte zudem gezeigt werden, dass die Typologie in die drei wichtigsten Denkrichtungen des
Relationship Marketing integriert werden kann und somit eine Methode zur Ermittlung qualitativer
Ausprägungen der Kundenbindung im jetzigen Verständnis von Relationship Marketing darstellt.
The virtual classroom continues to grow, but it is becoming more and more the norm, and it is fundamentally different from the vocational students at the Indonesian university. With the promised benefits of the virtual classroom, many challenges and difficulties come in the implementation. Although there are already successful design principles for virtual classrooms that support organizations in overcoming the challenges, the approach to implementing the design principles of virtual classroom at the vocational higher education in Indonesia is still lacking. In this study, we aim to answer the research gap and used the design sciences research by interviewing the lecturers to design the solutions. The proposed design approaches were implemented in a course and evaluated with students from two different groups. Overall, the evaluation of the proposed approaches shows1 significant results as an indicator of the benefits of the implementation of a virtual classroom for vocational students in Indonesia.
Stress im Informatikstudium
(2020)
Einführung
Ziel der vorliegenden Thesis ist es, die Eu- und Disstressoren der Infomatikstudierenden an der Hochschule Ruhr West zu untersuchen. Hierzu sollen nach den Wünschen der neuen Beratungsstelle für den Studienstress die Studierenden befragt werden. Nachfolgend werden in der Thesis die bekannten Problematiken im Informatikstudium eingebunden. Zusätzlich sollen die Informatikstudierenden auf den Stress mit einem Cartoon-Video aufmerksam gemacht werden. Mithilfe des Videos sollen die zukünftigen Eu- und Disstressoren rechtzeitig erkannt und Hilfe an der Hochschule Ruhr West abgeholt werden.
Methode
Die Untersuchung der Stressoren wird mit einem Fokusgruppeninterview (N = 4) und mit einer Online-Fragebogenerhebung (N = 120) durchgeführt. Die Signifikanzprüfungen sind varianzanalytisch und die Abweichungen der Gruppen werden mit t-Tests und einfaktorieller ANOVA berechnet.
Ergebnisse
Die Ergebnisse zeigen Unterschiede zwischen den Stressoren in unterschiedlichen Gruppen. Vor allem in den Gruppen mit davor erworbenen Vorkenntnissen und mit verschieden bewerteten Fachkompetenzen. Insbesondere ist der Stresslevel zwischen den Geschlechtern und bei den Informatikstudierenden, die mehrmals im Studium erkrankt waren, unterschiedlich.
Schlussfolgerung
Die Ergebnisse sind für die aktuellen Stresssituationen im Informatikstudium und für die nächsten Studien relevant. Außerdem wird mit dieser Studie auch auf die Problematiken in der Informatik, wie z. B. dem Frauenmangel in der Informatik, die den Informatikstudierenden den Stress verursachen könnten, aufmerksam
gemacht.
Vergleich von Logistischer Regression und Deep Learning bei der Vorhersage von Schlaganfällen
(2022)
Die Bachelorarbeit befasst sich mit dem Vergleich von Logistischer
Regression und Deep Learning bei der Vorhersage von Schlaganfällen
hinsichtlich der Frage, ob in einer binären Klassifikationsaufgabe die
komplexe und aufwändige Methode des Deep Learnings sich bei
Anwendung auf kleine tabellarische Datensätze bewährt oder ob
Logistische Regression als Basismodell des Maschinellen Lernens
effizienter ist. Methodisch werden folgende Schritte ausgeführt:
Beschreibung beider Modelle, Durchführung der Datenvorbereitung unter
Verwendung des „Stroke Prediction Dataset“ von Kaggle, Implementierung
beider Methoden mit dem gleichen angepassten Datensatz. Der
abschließende Vergleich benennt als Fazit die Unterschiede in den
Ergebnissen und Voraussetzungen für den sinnvollen Einsatz beider
Methoden. Eine Schlussfolgerung angesichts der geringen
Ergebnisunterschiede hinsichtlich der Prognosegenauigkeit der
Schlaganfallrisikos dürfte sein, dass Deep Learning, um ökonomisch
sinnvoll bei tabellarischen in kleineren Datensätzen eingesetzt zu werden, aktuell noch nicht genügend bessere Ergebnisse vorweist.
Artificial Intelligence Driven Human-Machine Collaboration Scenarios in Virtual Reality (Poster)
(2018)
RELEVANCE & RESEARCH QUESTION: Currently the effectiveness of Virtual Reality (VR) and Augmented Reality (AR) systems as practice teaching methods are virtually uncharted. The proof that these systems can provide the same or better learning outcomes than a text instructed practical task could represent a significant benefit for educational activities. METHODS & DATA: To fathom the effectiveness, an experimental study with the three conditions (VR, AR and a real setup) were used to teach participant how to assemble a standard computer. Each condition was divided into two parts: part one in which participants were confronted with their specific scenario, part two in which participants had to go through a real practice after one week. The learning outcome was determined by the designation of hardware parts, a quiz that queried their function and the correct assembling of the components in addition to needed time. Apart from the mere performance, the acceptance of such application in academic context and difference in evaluation by men and women were of interest. RESULTS: Results concerning the Learning Outcome showed that participants from the VR condition outperformed those learned from the real setup ((M=10.0, SD=0.0) [virtual reality] vs. (M=8.95, SD=1.27) [control]). Furthermore, results from the assembling duration assessment demonstrated that VR Group Participants completed their tasks 6.62% faster than the control group. Regarding the identification of Hardware Parts, both groups scored a significant improvement during the post condition compared to the first test run, indicating a learning progress. However, due to the VR group achieving a better outcome in average answers and a more significant difference between the trials, the results indicate a better performance by participants assigned to the VR condition. ADDED VALUE: The results revealed that VR and AR systems could exceed text-based approach in terms of learning outcome performance. The effectiveness of the systems implicates a major benefit for the educational landscape, as learning content that is not realizable in terms of cost, distance or logistics could be designed as an immersive and engaging experience.
Today usually every student owns a reasonably powerful mobile device that allows to be integrated in scenarios. One of the drawbacks of the fast evolution of reasonably powerful devices, is the
heterogeneity of that these kind of devices us ually bring with them. This paper provides an overview how rich mobile learning scenarios can be implemented platform independent on the basis of HTML5 and JavaScript. The paper presents a mobile learning application based on the principles of Situated Lea
rning entirely developed in HTML5. The paper also presents the results of tests performed with the application which were aimed at finding out the difference in performance users perceived when compared with the native desktop version of the
application and the added value that mobility introduces in learning activities.
Blended learning offers learning solutions for higher educational institutions facing the industrial revolution 4.0. In this study, we investigated the influence factors student perceptions of blended learning based on gender-specific differences in Indonesia. We applied a research model to systematically assess the effect of design features on the effectiveness of blended learning indicators (intrinsic motivation and student satisfaction). Moreover, we evaluated the research model for both genders separately. Based on the quantitative survey of 223 Indonesian students, our study confirms that the design features significantly influence the effectiveness of blended learning for male and female students.
Applications and research efforts in Mobile Learning constitute a growing field in the area of Technology Enhanced Learning. However, despite a permanent increase of mobile internet accessibility and availability of mobile devices over the past years, a mobile learning environment that is easy to use, widely accepted by teachers and learners, uses widespread off-the-shelf software, and that covers various application scenarios and mobile devices, is not yet available. In this paper, we address this issue by presenting an approach and technical framework called "Mobile Contributions" ("MoCo"). MoCo supports learners to create and send contributions through various channels (including third-party solutions like Twitter, SMS and Facebook), which are collected and stored in a central repository for processing, filtering and visualization on a shared display. A set of different learning and teaching scenarios that can be realized with MoCo are described along with first experiences and insights gained from qualitative and quantitative evaluation.