This thesis explores the user experience, potential and design principles of a HUD-based user interface in combination with interactive 360-degrees videos in nursing education. A HUD-based 360-degrees video was designed around a previously recorded scenario in an emergency room and user tests were conducted on nurse educators, working nurses and a nurse student.  Data from the user tests were gathered both through observations and interviews. The results show that participants' experience was overall positive and that the technology is seen as a realistic, interesting and valuable way to educate nursing students. Although no definitive design principles could be established for interactive 360-degrees videos, the result suggests that focusing on key design principles for multimedia learning may provide a better user experience. These principles include managing extraneous, essential and generative processing. / Detta examensarbete utforskar användarupplevelsen,potentialen och begränsningarna avett HUD-baserat användargränssnitt i kombination med interaktiva 360-graders videos inom sjuksköterskeutbildning. Detta gjordes genom att designa och utveckla en HUD-baserad 360-graders video och utföra användar tester på lärare inom sjuksköterskeutbildning, arbetande sjuksköterskor och en sjuksköterskestudent. Data från användartester samlades in genom observationer samt intervjuer. Resultatet visar att deltagarnas upplevelse överlag var positiv och tekniken ses som ett intressant och fördelaktigt sätt att undervisa sjuksköterskestudenter. Resultatet tyder också på att fokus på designprinciper inom multimedielärande kan bidra med en bättre användarupplevelse.

Cette thèse porte sur l’évaluation du leadership par une approche multi-évaluateurs (dite à 360 degrés). Tout d'abord les différents modèles du leadership, allant d'une conception unitaire, à une conception interractionniste puis à une définition en termes d'effet, sont détaillés. Puis en étudiant la question de la mesure, on met en évidence qu'avec la popularité croissante de leurs modèles, certains outils d'évaluation sont devenus des questionnaires psychométriques à part entière. Pourtant, du fait des limites de l’auto-évaluation, une nouvelle approche du leadership à vu le jour: l'évaluation à 360°. Elle évalue les qualités d'un manager en interrogeant les personnes travaillant avec lui (subordonnés, collègues, supérieurs...) et en comparant leurs évaluations avec la propre évaluation du manager. Un des points central de notre recherche a été d’étudier les apports et les limites de cette méthode. Tout d'abord on a vérifié dans quelle mesure les caractéristiques souvent utilisées pour expliquer la variabilité entre les catégories d'observateurs permettaient réellement de comprendre les écarts observés. Ces analyses ont montré que malgré des résultats significatifs, ces variables n’expliquent que très partiellement la variance existante. De par ces conclusions l’accent a été mis, non plus sur les différences inter-groupes, mais sur l'accord et le désaccord au sein des groupes d'observateurs. Enfin, la dernière partie revient aux bases méthodologiques et théoriques de la mesure en cherchant à proposer un modèle psychométriques qui conviendrait aux résultats de questionnaires à 360°, permettant de donner un cadre conceptuel au recours à des évaluateurs multiples. / This thesis is centered on leadership assessment through multi-rater evaluation, commonly known as 360 degrees assessment. First, leadership models were presented, and then, we discussed the measurement aspects of leadership, wherein we observed that some tools became full fledged psychometric assessments owning to the growing popularity of their underlying theory. Nevertheless, the concerns over the inherent limitations of self-report measures continued to be a major challenge in leadership assessment. This led to a new assessment approach called 360 degrees in which the characteristics of leaders are assessed by people working with them (subordinates, colleagues, superiors...) and compared with the leaders' self-appraisals. The focal point of this thesis was to study the advantages as well as the limitations of this approach. The study started with examining how well the variables which are supposed to explain the inter-rater variability were actually helpful in understanding the observed variance among observers. Those analysis yielded significant results despite the fact that those variables could explain only a very limited amount of variance. Following these observations, the study switched its focus from inter-group differences to intra-group / inter-rater agreement and disagreement. Finally, the last part of this thesis gets back to methodological and theoretical basics of measurement theory and proposes a psychometric model that would suit the 360 degrees assessments followed by a conceptual framework for the studies using multi-rater techniques.

Utilizing multiple videos is an upcoming approach for developing learning material. It consists of recording scenes from different perspectives using diverse recording approaches, for example, 360-degrees camera, a drone camera, and body cameras. Up until now, there is a lack of efficient ways to present such recordings and extract the benefits of applying this type of media in learning contexts. To close this gap, this thesis explores suitable manners for presenting this specific type of media, aiming to be helpful for the further training of emergency-related learners. To achieve this goal, we performed a study structured in three major blocks: design of the solution, development of the designed system, and assessment of the suitability of the presented solution. The design was informed by a literature review, a qualitative expert interview, and a preferences questionnaire. After the design process, the system named Theia was developed using web-based technologies. Finally, to validate the system’s suitability within the context of this project, an expert evaluation was carried out. It consisted of a mixed assessment combining qualitative methods, based on task performance and qualitative interview assessment, and the usage of a Technology Acceptance Model (TAM) questionnaire, aiming for the usability and the ease of use of the developed tool. After the evaluation, the proposed system was concluded to incorporate a suitable layout, navigation, functionalities, and interactive mechanisms for an adequate video presentation of media footage from simultaneous recordings within an educational context for emergency-related students. Additionally, valuable insights were extracted from the analysis of the results for the future of the area of research, including recommendations for an optimal footage recording and the starting point for future work in the research community.

Proseminar- und Seminarmodule für Studierende bilden das wissenschaftliche Arbeiten oftmals nicht umfassend ab. Zudem besteht die Herausforderung, dass Studierende heterogene Wissensstände aufweisen, häufig geringes Interesse an ihren Seminarthemen zeigen und gelernte Inhalte nach Abschluss eines Seminars meist nicht mehr präsent sind. Daher war es das Ziel des hochschulübergreifenden Projektes KoSemKo, Studierenden mit dem Schwerpunkt Marketing die Möglichkeit zu geben, interessante Ergebnisse, die sie im Rahmen ihrer Seminararbeiten selbst entwickeln, in einer professionellen Konferenz- Atmosphäre zu präsentieren. Studierende sammeln dadurch nicht nur Erfahrung im wissenschaftlichen Schreiben, sondern schlüpfen gleichzeitig bei der Durchführung eines Peer-Reviews in die Rolle der Gutachter_innen und auf der Konferenz in die Rollen der Vortragenden und Teilnehmer_innen. Durch das Einnehmen dieser verschiedenen Perspektiven setzen sich die Studierenden kritisch und tiefer greifend mit ihren Themen auseinander. Dadurch wird zudem die Motivation gesteigert und gleichzeitig die inhaltliche sowie wissenschaftlich/methodische Komponente der Proseminar- und Seminararbeiten verbessert. Ein im Rahmen des Projektes entwickeltes Online-Lernmodul zum wissenschaftlichen Arbeiten unterstützt den Lernprozess der Studierenden und dient im Nachgang der Verstetigung des Gelernten. Das Projekt wurde von der Fachgruppe Marketing der Westsächsischen Hochschule Zwickau sowie der Professur Marketing und Internationaler Handel der Technischen Universität Bergakademie Freiberg realisiert.