In our master's course Interactive Systems, we primarily focus on the case-based learning approach. Case-based learning is an exercise concept that aims to use and apply content taught in lectures directly to real-world problems. Specifically, in the Interactive Systems course, this means that there is an exercise for each topic covered in the lecture. The exercise consists of working on a so-called teaching case, which is presented in the exercise and discussed with the other participants. A teaching case is the problem we work on in the exercise. We make sure that this problem is very practice-oriented and at the same time uses the knowledge we have learned. In other words, in a teaching case, you apply the knowledge you have learned in the lecture and transfer it to situations that could also occur in reality. Learning and promoting this transfer is our main concern with this teaching method. In addition, case-based learning has been shown to particularly strengthen critical thinking, problem-solving skills, and teamwork [1].

[1]         B. Varma et al., “Effectiveness of case-based learning in comparison to alternate learning methods on learning competencies and student satisfaction among healthcare professional students: A systematic review,” J. Educ. Health Promot., vol. 14, no. 1, Feb. 2025, doi: 10.4103/jehp.jehp_510_24.

Duisburg City Planners Office

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​Currently the city of Duisburg is building a new city district called “Sechs Seen Wedau”. The city planner’s office currently uses different computer programs to visualize traffic flow, general a specifically designed buildings, public transportation, density of housing and commercial buildings and other important information on their computer screens. However, sometimes it is a bit hard to imagine how it might look in real life due to the 2D nature of the computer screens.

Recently the head of the City planning office came up to you with the idea of using Augmented Reality to improve current planning tools and enhance the visualization of critical features of the city planning tools. 

​Since you are an expert in Augmented Reality it is you task to help with the cities concept to use Augmented Reality and test the concept in a small setting to see if it helps with planning future new districts. The implementation will be carried out by a Specialized company. Thus, your task is only to develop a concept for the application and decide, how and in which areas the company's employees can benefit from the use of AR. 

In the practical project, students work toward a specific technical goal (e.g., developing software) over the course of the semester. In the process, students learn important technical skills and how to use modern tools. In addition, they also gain valuable experience working with others in a development team, coordinating independently, and applying common process models from practice (such as SCRUM).

Students from Applied Computer Science and the Human-Centered Computer Science and Psychology (MIPsy) program can participate in our practical projects. This creates interdisciplinary teams that combine the strengths of both areas. Although the distribution of tasks is often based on the focus of the degree programs, it is flexible and depends on the project.

MIPsy students:

• Often take a leading role in designing the solution.
• Develop interaction concepts and ensure a user-centered perspective.
• Are responsible for evaluating the solution (e.g., through usability tests).
• Contribute psychological expertise to design the solution in the practical project to be intuitive and appropriate for the target group

Computer science students:

• Are the technical contacts for implementation
• Take on the programming and integration of various subsystems
• Support them in the technical design
• Analyze requirements and translate them into robust software or hardware solutions
• Their methodological knowledge helps to ensure that the solution works well

The roles are not rigidly defined, but offer scope for individual strengths. Whether programming, design, or evaluation—all students can contribute according to their interests and abilities and learn from each other.
 

As part of a practical project, the Franka Research 3 robot arm was taught to play the board game “Ludo” independently with human players. The robot used a camera system to capture the game board and executed moves with precise arm movements.

The students dealt with key topics in robotics:

• Computer vision: Recognition of game pieces and dice results
• Motion control: Precise gripping and placing movements of the robot arm
• ROS (Robot Operating System): Programming and use of the open-source framework in Python