Technische Universität Dresden

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Research data repository of Dresden University of Technology.

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Browsing Technische Universität Dresden by Subject "1::12::109"

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  • ItemOpen Access
    Data of an online-survey about the barriers in the implementation of evidence based teaching concepts at german universities in physics
    (Technische Universität Dresden, 2024-10-02) Kaltofen, Tim; Prestel, Thomas
    Data contains anonymous answers to a set of questions about knowledge and use of evidece based teaching concepts by german lectueres in lectures and tutorials. The data includes assessments of the obstacles to implement these teaching concepts. Additionally, possible support offerings were inquired about. Demographic data is listed at the end of the survey.
  • ItemOpen Access
    Datensatz zur Überarbeitung der SAP UCC Fallstudie "Materialwirtschaft"
    (Technische Universität Dresden, 2024-06-04) Rogas, Anja; Ott, Marko
    Der Datensatz umfasst Daten, welche im Rahmen der Übung "Materialwirtschaft" zur Lehrveranstaltung Grundlagen betrieblicher Anwendungssysteme in den im WiSe 22/23, SoSe 23, WiSe 23/24 und SoSe 24 erhoben worden sind. Folgende Daten wurden hierfür erfasst: - bildungsbiografische Daten - Big Five Inventory (BFI-10) - Skalen zur Erfassung der Lern- und Leistungsmotivation (SELLMO) - Fragebogen zur Erfassung aktueller Motivation (FAM) - Cognitive Load Scale - Wissenstest im Pre-Posttest-Design - SAP UCC GBI Fallstudienmonitor
  • ItemOpen Access
    Development and Evaluation of a Virtual Reality Environment for Geometry Education: A Design-Based Research Study
    (Technische Universität Dresden, 2026-08-28) Josupeit, Judith; Arlt, Annika; Greiß, Annika; Dyrna, Jonathan; Köhler, Thomas
    Virtual reality (VR) offers new possibilities for geometry education by enabling learners to explore three-dimensional objects in spatially coherent environments. Despite these benefits, curriculum-related and theory-informed VR learning environments for lower secondary geometry remain limited, especially regarding formative evidence on users’ perceptions and design-related refinement needs. Thus, this study presents the development and formative evaluation of a VR learning environment for lower secondary geometry education, using a design-based research approach. In the environment, learners explored a virtual house and solved geometry tasks related to the geometric properties of the building and its surroundings. The evaluation comprised two phases with 48 participants in total. Quantitative questionnaire data and qualitative feedback were analyzed to examine perceived usability, cybersickness, cognitive load, motivation, perceived learning, didactic suitability, and design-related refinement needs. Overall, participants evaluated the environment positively. Ratings indicated low cybersickness, favorable perceived ease of use, low extraneous cognitive load, high learning-relevant effort, and high intrinsic motivation. Qualitative feedback showed that participants valued spatial exploration and perspective-taking, but also identified needs for more interaction, improved documentation of intermediate results, integrated feedback, and feasible classroom implementation.