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Designing stereoscopic information visualization for 3D-TV: What can we learn from S3D gaming?
(2012)
This paper explores graphical design and spatial alignment of visual information and graphical elements into stereoscopically filmed content, e.g. captions, subtitles, and especially more complex elements in 3D-TV productions. The method used is a descriptive analysis of existing computer- and video games that have been adapted for stereoscopic display using semi-automatic rendering techniques (e.g. Nvidia 3D Vision) or games which have been specifically designed for stereoscopic vision. Digital games often feature compelling visual interfaces that combine high usability with creative visual design. We explore selected examples of game interfaces in stereoscopic vision regarding their stereoscopic characteristics, how they draw attention, how we judge effect and comfort and where the interfaces fail. As a result, we propose a list of five aspects which should be considered when designing stereoscopic visual information: explicit information, implicit information, spatial reference, drawing attention, and vertical alignment. We discuss possible consequences, opportunities and challenges for integrating visual information elements into 3D-TV content. This work shall further help to improve current editing systems and identifies a need for future editing systems for 3DTV, e.g., live editing and real-time alignment of visual information into 3D footage.
Recent advances in digital game technology are making stereoscopic games more popular. Stereoscopic 3D graphics promise a better gaming experience but this potential has not yet been proven empirically. In this paper, we present a comprehensive study that evaluates player experience of three stereoscopic games in comparison with their monoscopic counterparts. We examined 60 participants, each playing one of the three games, using three self-reporting questionnaires and one psychophysiological instrument. Our main results are (1) stereoscopy in games increased experienced immersion, spatial presence, and simulator sickness; (2) the effects strongly differed across the three games and for both genders, indicating more affect on male users and with games involving depth animations; (3) results related to attention and cognitive involvement indicate more direct and less thoughtful interactions with stereoscopic games, pointing towards a more natural experience through stereoscopy.
For learners, feedback can be both, a strong motivator but in case it fails its purpose, it can be a strong reason for frustration and dropouts as well. Do we have to change our locally implemented feedback strategies when adapting learning contents from national to international settings? In our study, we the investigated learners’ understanding and preferences regarding feedback in scenarios of higher education across the five different national contexts, Bulgaria, Germany, South Korea, Turkey, and Ukraine.
In the context of Internet-based e-Learning, including an international auditory is a logical consequence. However, due to uncertainty regarding the foreign learners, e-Learning programs often are limited to local or national participants. Understanding the different expectations of learners regarding instructor-support is one step in order to enable providers of educational services to tailor educational programs that fit the requirements of an international auditory. We asked university students in five countries regarding their expectations towards instructor-support and found major differences between the investigated countries.
In this paper we summarize our research on international educational contexts and transfer the results to the context of urban life-long learning. We will show that a collection and provision of relevant data can help instructors as well as learners to raise their awareness regarding contextual differences, to develop a higher level of acceptance regarding differences, and thus, in the long term, avoid frustration in educational processes and reduce drop out-rates.
This presentation shows that students in different cultural contexts have different perceptions of time management and work organization. Particularly in group work scenarios, such differences can have a frustrating impact on students from other cultural contexts because e.g., expectations are not met. Being aware of such differences between the learners in a culturally heterogeneous educational scenario, educators can prevent frustration by introducing their students and providing more specific instructions.
XML Encryption and XML Signature are fundamental security standards forming the core for many applications which require to process XML-based data. Due to the increased usage of XML in distributed systems and platforms such as in SOA and Cloud settings, the demand for robust and effective security mechanisms increased as well. Recent research work discovered, however, substantial vulnerabilities in these standards as well as in the vast majority of the available implementations. Amongst them, the so-called XML Signature Wrapping attack belongs to the most relevant ones. With the many possible instances of this attack type, it is feasible to annul security systems relying on XML Signature and to gain access to protected resources as has been successfully demonstrated lately for various Cloud infrastructures and services. This paper contributes a comprehensive approach to robust and effective XML Signatures for SOAP-based Web Services. An architecture is proposed, which integrates the r equired enhancements to ensure a fail-safe and robust signature generation and verification. Following this architecture, a hardened XML Signature library has been implemented. The obtained evaluation results show that the developed concept and library provide the targeted robustness against all kinds of known XML Signature Wrapping attacks. Furthermore the empirical results underline, that these security merits are obtained at low efficiency and performance costs as well as remain compliant with the underlying standards.
We present a study that investigates user performance benefits of playing video games using 3D motion controllers in 3D stereoscopic vision in comparison to monoscopic viewing. Using the PlayStation 3 game console coupled with the PlayStation Move Controller, we explored five different games that combine 3D stereo and 3D spatial interaction. For each game, quantitative and qualitative measures were taken to determine if users performed better and learned faster in the experimental group (3D stereo display) than in the control group (2D display). A game expertise pre-questionnaire was used to classify participants into beginners and expert game player categories to analyze a possible impact on performance differences. The results show two cases where the 3D stereo display did help participants perform significantly better than with a 2D display. For the first time, we can report a positive effect on gaming performance based on stereoscopic vision, although reserved to isolated tasks and depending on game expertise. We discuss the reasons behind these findings and provide recommendations for game designers who want to make use of 3D stereoscopic vision and 3D motion control to enhance game experiences.