Open Access

Engineers of the research project “Digital Product Life-Cycle” are using a graph-based design language to model all aspects of the product they are working on. This abstract model is the base for all further investigations, developments and implementations. In particular at early stages of development, collaborative decision making is very important. We propose a semantic augmented knowledge space by means of mixed reality technology, to support engineering teams. Therefore we present an interaction prototype consisting of a pico projector and a camera. In our usage scenario engineers are augmenting different artefacts in a virtual working environment. The concept of our prototype contains both an interaction and a technical concept. To realise implicit and natural interactions, we conducted two prototype tests: (1) A test with a low-fidelity prototype and (2) a test by using the method Wizard of Oz. As a result, we present a prototype with interaction selection using augmentation spotlighting and an interaction zoom as a semantic zoom.

The increasing heterogenecity of students at German Universities of Applied Sciences and the growing importance of digitization call for a rethinking of teaching and learning within higher education. In the next years, changing the learning ecosystem by developing and reflecting upon new teaching and learning techniques using methods of digitalization will be both - most relevant and very challenging. The following article introduces two different learning scenarios, which exemplify the implementation of new educational models that allow discontinuity of time and place, technology and process in teaching and learning. Within a blended learning apporach, the first learning scenario aims at adapting and individualizing the knowledge transfer in the course Foundations of Computer Science by providing knowledge individually and situation-specifically. The second learning scenario proposes a web-based tool to facilitate digital learning environments and thus digital learning communities and the possibility of computer-supported learning. The overall aim of both learning scenarios is to enhance learning for diverse groups by providing a different smart learning ecosystem in stepping away from a teacher-based to a student-centered approach. Both learning scenarios exemplarily represent the educational vision of Reutlingen University - its development into an interactive university.

In this paper we suggest an ubiquitous system with an implicit HCI. A basic concept of a middleware as well as design recommendations for future creativity and collaboration environments in an engineering context are presented in this paper.