I ”Översiktsplan Älvkarleby Kommun 2009” framgår att kommunen vill utveckla de demokratiska formerna och underlätta för medborgarnas politiska delaktighet. Tidigare forskning har visat att behovet av medborgardeltagande ökar i den offentliga planeringen och att planerare kan dra flera fördelar av medborgardeltagande i planprocesser. Ett sätt att öka medborgardeltagandet är att integrera digital 3D-visualisering i planprocessen, ett verktyg som Älvkarleby kommun inte använder i framtagandet av dagens detaljplaner.   Syftet med denna studie är att undersöka den digitala 3D-visualiseringens framtid i en liten svensk kommun. Studien kommer att identifiera inställningen till digital 3D-visualisering hos politiker, planerare och medborgare. Slutligen ska studien också undersöka hur mindre kommuner kan använda digital 3D-visualisering i framtida planarbete för att öka det befintliga medborgardeltagandet. Målet med denna studie är att påvisa för Älvkarleby, och andra kommuner där digital 3D-visualisering inte används, hur de med enkla medel och kostnadseffektivt kan använda 3D-visualisering i framtida planprocesser.   För att identifiera synen på digital 3D-visualisering hos ett urval av kommunala tjänstemän och politiker har det genomförts semistrukturerade intervjuer. För att kvantitativt undersöka medborgarnas syn har digitala enkäter skickats ut via det sociala nätverket Facebook. Under studien har det genomförts åtta intervjuer och 99 enkäter har besvarats.   Politiker, planerare och medborgare inom kommunen är överens om att 3D-visualiseringen kan bidra till att effektivisera och förbättra planprocessen för detaljplaner. Studien har också resulterat i identifiering av de hinder som kan uppstå inom planprocesser med digital 3D-visualisering.   Digital 3D-visualisering som en del i planprocessen för detaljplaner kan medföra att medborgardeltagandet i Älvkarleby kommun ökar. Detta eftersom intresset för det kommunala planarbetet och viljan att bidra hos medborgare kan påverkas positivt av digital 3D-visualisering i planprocessen. Utöver medborgardeltagandet kan också digital 3D-visualisering förenkla arbetsgången hos såväl kommunala tjänstemän som politiker.       Nyckelord: Digital 3D-visualisering, Planprocess, Detaljplan, Älvkarleby kommun, Medborgardeltagande. / In “Översiktsplan Älvkarleby Kommun 2009” is it clear that the municipality of Älvkarleby want to develop the democratic forms and facilitate citizens’ political participation. Earlier research shows that the need for citizen participation increases in public planning and believe that planners can draw multiple benefits of citizen participation in planning processes. One way to increase citizen participation is the integration of digital 3D visualization in the planning process, a tool that the municipality of Älvkarleby not using for local plans today. The purpose of this study is to examine the future of digital 3D visualization in small Swedish municipality. The study will identify attitudes to digital 3D visualization of politicians, planners and citizens. Finally, the study will also examine how small municipalities can use digital 3D visualization in the future planning to enhance the existing civic participation. The goal of this study is to demonstrate to Älvkarleby, and other municipalities where the digital 3D visualization is not used, how to by simple means and cost-effective use digital 3D visualization in future planning processes. To identify the perception of 3D digital visualization, a selection of municipal officials and politicians, semi-structural interviews have been carried out. To quantitatively examine the citizens' attitudes, digital questionnaires have been sent out via the social network Facebook. During the study eight interviews and 99 surveys have been answered. Politicians, planners and citizens in the municipality agree that digital 3D visualization can help to streamline and improve the planning processes for local plans. The study has also resulted in identifying the obstacles that digital 3D visualization may lead to in the planning process. Digital 3D visualization as a part of the planning process for the local planning could lead to increased citizen participation in the municipality of Älvkarleby, as the interest in the planning process increases and the desire to participate are positively affected by digital 3D visualization. In addition to civic participation, the digital 3D visualization can also be used to simplify the workflows for both municipal officials and politicians.         Keywords: Digital 3D Visualization, Planning Process, Zoning Plan, Älvkarleby kommun, Public Participation.

As novas tecnologias informacionais mudaram o nosso modo de vida, modificaram nossos hábitos e transformaram profundamente a sociedade. A evolução da informática e da internet trouxe um mundo no qual estamos constantemente conectados através de smartphones, tablets e/ou computadores. Entretanto, na era da informação a velocidade e a facilidade de acesso aos dados, muitas vezes, têm se mostrado superiores à nossa capacidade de absorvê-los e transformar a informação em conhecimento. Neste contexto, novas mídias emergem criando possibilidades de comunicação, dentre as quais destacam-se as tecnologias 3D. Essas abrem novas possibilidades nas mais diversas áreas, oferecendo maior liberdade para que os objetos sejam representados e manipulados no espaço. O campo da educação, por sua vez, tem encontrado dificuldades de absorver estas tecnologias e utilizá-las como ferramentas didáticas. Acredita-se que as tecnologias 3D possam vir a ser importantes instrumentos para a prática pedagógica. O presente trabalho tem como objetivo pesquisar possibilidades de ampliação e facilitação do uso da tecnologia 3D para fins educacionais e de preservação histórica. Para tal, realizou-se uma pesquisa sobre como esta tecnologia tem sido utilizada em ambos os campos. Após, foi realizado levantamento das principais técnicas de digitalização em 3D. Em seguida, foram testadas as principais plataformas e tecnologias para a exibição deste tipo de conteúdo: Cl3ver, Sketchfab, JSC3D, WebGL, Three.js, VRML, X3D, PDF3D e Unity. A partir desta análise, em caráter experimental, criou-se um repositório virtual 3D, o qual encontra-se hospedado nos servidores da UFRGS. O repositório facilita a divulgação de modelos 3D por parte dos criadores deste tipo de conteúdo, pois permite a sua inserção na internet de forma simples, sem a necessidade de conhecimento prévio de programação. Deste modo, o conteúdo gerado pode ser visualizado em computadores e/ou dispositivos móveis, diretamente no navegador, dispensando a instalação de programas complementares, contribuindo para a propagação deste tipo de mídia. Também é possível disponibilizar as obras digitalizadas para reprodução física, mediante técnicas de prototipagem rápida como manufatura aditiva (popularmente conhecida como impressão 3D) e/ou usinagem em CNC. Para a criação do conteúdo 3D, digitalizou-se em três dimensões de quatro elementos, fachadas específicas dos prédios históricos da UFRGS. Os modelos gerados a partir da digitalização foram disponibilizados, através do repositório 3D, e podem ser acessadas no endereço: www.ufrgs.br/ldsm/3d. O repositório 3D dos prédios da UFRGS é uma ação inovadora com propósitos educacionais e de conservação de patrimônio histórico, agindo como catalisador, onde arte, tecnologia e educação convergem em prol da construção do conhecimento. / The new informational technologies have changed our way of life, have changed our habits and profoundly transformed the society. The evolution of computer science and the internet brought a world in which we are constantly connected, whether through smartphones, tablets, and/or computers. However, in this Information Age, the speed and ease of access to data often has been shown to be superior to our capacity to absorb them and to transform the information into knowledge. Within this context, new media has emerged creating new possibilities of communication, among which stand out the 3D technologies, which open up new possibilities in the most diverse areas, offering greater freedom for the objects that are represented and manipulated in space. Fields of education, in this matter, have found difficulties to absorb these technologies and use them as teaching tools. In this context, it is believed that 3D technologies are likely to be important instruments for the pedagogic practice. The present study aims to search possibilities of expansion and facilitation in the use of 3D technology for educational purposes and historical preservation. With this research, it was studied on how this technology has been used in both fields. After this, it was done a survey of the main techniques of 3D scanning. Then, were tested major platforms and technologies for the display of this content type: Cl3ver, Sketchfab, JSC3D, WebGL, Three.js, VRML, X3D, PDF3D and Unity. Trough this analysis, for experimental, purposes was done the creation of a 3D virtual repository which is hosted on the servers of UFRGS. The repository facilitates the dissemination of 3D content by content creators, as it allows its insertion on the Internet in a simple way, without the need for programming skills, so that the content generated can be viewed on computers and/or mobile devices directly in the browser, without the need to install additional programs, contributing to the popularization of this type of media. It is also possible to transform the digitized 3D data creating physical models through rapid prototyping techniques, such as additive manufacturing (popularly known as 3D printing) and/or CNC machining. To create 3D content, 3D scanning was performed of four elements of specific historical UFRGS buildings facades. The models generated from scanning were provided through 3D repository, that can be accessed at: www.ufrgs.br/ldsm/3d. The 3D buildings of UFRGS repository is an innovative action, with educational purposes besides the conservation of historical heritage, acting as a catalyst where art, technology and education converge towards the construction of knowledge.

As novas tecnologias informacionais mudaram o nosso modo de vida, modificaram nossos hábitos e transformaram profundamente a sociedade. A evolução da informática e da internet trouxe um mundo no qual estamos constantemente conectados através de smartphones, tablets e/ou computadores. Entretanto, na era da informação a velocidade e a facilidade de acesso aos dados, muitas vezes, têm se mostrado superiores à nossa capacidade de absorvê-los e transformar a informação em conhecimento. Neste contexto, novas mídias emergem criando possibilidades de comunicação, dentre as quais destacam-se as tecnologias 3D. Essas abrem novas possibilidades nas mais diversas áreas, oferecendo maior liberdade para que os objetos sejam representados e manipulados no espaço. O campo da educação, por sua vez, tem encontrado dificuldades de absorver estas tecnologias e utilizá-las como ferramentas didáticas. Acredita-se que as tecnologias 3D possam vir a ser importantes instrumentos para a prática pedagógica. O presente trabalho tem como objetivo pesquisar possibilidades de ampliação e facilitação do uso da tecnologia 3D para fins educacionais e de preservação histórica. Para tal, realizou-se uma pesquisa sobre como esta tecnologia tem sido utilizada em ambos os campos. Após, foi realizado levantamento das principais técnicas de digitalização em 3D. Em seguida, foram testadas as principais plataformas e tecnologias para a exibição deste tipo de conteúdo: Cl3ver, Sketchfab, JSC3D, WebGL, Three.js, VRML, X3D, PDF3D e Unity. A partir desta análise, em caráter experimental, criou-se um repositório virtual 3D, o qual encontra-se hospedado nos servidores da UFRGS. O repositório facilita a divulgação de modelos 3D por parte dos criadores deste tipo de conteúdo, pois permite a sua inserção na internet de forma simples, sem a necessidade de conhecimento prévio de programação. Deste modo, o conteúdo gerado pode ser visualizado em computadores e/ou dispositivos móveis, diretamente no navegador, dispensando a instalação de programas complementares, contribuindo para a propagação deste tipo de mídia. Também é possível disponibilizar as obras digitalizadas para reprodução física, mediante técnicas de prototipagem rápida como manufatura aditiva (popularmente conhecida como impressão 3D) e/ou usinagem em CNC. Para a criação do conteúdo 3D, digitalizou-se em três dimensões de quatro elementos, fachadas específicas dos prédios históricos da UFRGS. Os modelos gerados a partir da digitalização foram disponibilizados, através do repositório 3D, e podem ser acessadas no endereço: www.ufrgs.br/ldsm/3d. O repositório 3D dos prédios da UFRGS é uma ação inovadora com propósitos educacionais e de conservação de patrimônio histórico, agindo como catalisador, onde arte, tecnologia e educação convergem em prol da construção do conhecimento. / The new informational technologies have changed our way of life, have changed our habits and profoundly transformed the society. The evolution of computer science and the internet brought a world in which we are constantly connected, whether through smartphones, tablets, and/or computers. However, in this Information Age, the speed and ease of access to data often has been shown to be superior to our capacity to absorb them and to transform the information into knowledge. Within this context, new media has emerged creating new possibilities of communication, among which stand out the 3D technologies, which open up new possibilities in the most diverse areas, offering greater freedom for the objects that are represented and manipulated in space. Fields of education, in this matter, have found difficulties to absorb these technologies and use them as teaching tools. In this context, it is believed that 3D technologies are likely to be important instruments for the pedagogic practice. The present study aims to search possibilities of expansion and facilitation in the use of 3D technology for educational purposes and historical preservation. With this research, it was studied on how this technology has been used in both fields. After this, it was done a survey of the main techniques of 3D scanning. Then, were tested major platforms and technologies for the display of this content type: Cl3ver, Sketchfab, JSC3D, WebGL, Three.js, VRML, X3D, PDF3D and Unity. Trough this analysis, for experimental, purposes was done the creation of a 3D virtual repository which is hosted on the servers of UFRGS. The repository facilitates the dissemination of 3D content by content creators, as it allows its insertion on the Internet in a simple way, without the need for programming skills, so that the content generated can be viewed on computers and/or mobile devices directly in the browser, without the need to install additional programs, contributing to the popularization of this type of media. It is also possible to transform the digitized 3D data creating physical models through rapid prototyping techniques, such as additive manufacturing (popularly known as 3D printing) and/or CNC machining. To create 3D content, 3D scanning was performed of four elements of specific historical UFRGS buildings facades. The models generated from scanning were provided through 3D repository, that can be accessed at: www.ufrgs.br/ldsm/3d. The 3D buildings of UFRGS repository is an innovative action, with educational purposes besides the conservation of historical heritage, acting as a catalyst where art, technology and education converge towards the construction of knowledge.

Este trabalho tem como objetivo o estudo de uma área da robótica chamada robótica móvel. Um robô móvel deve realizar uma navegação segura e esta é a principal motivação deste trabalho. Para tal foi desenvolvido um simulador de robótica móvel com visualização em 3D. Um dos grandes interesses na área de robótica móvel é a utilização de algoritmos de inteligência artificial. O objetivo deste trabalho é a utilização e simulação de inteligência artificial para o controle destinado ao desvio de obstáculos. As simulações são dinâmicas, ou seja, o robô não tem informação previa do cenário. Os algoritmos de inteligência artificial implementadas neste trabalho são lógica Fuzzy e Neurofuzzy. As contribuições do simulador são: a simulação e visualização em 3D com o cenário modelado em um programa CAD/3D, permite testar diversas configurações antes de testar o robô real, simula o ruído de sensores, utiliza lógica fuzzy e neurofuzzy para o desvio de obstáculos. Os resultados mostram a capacidade do sistema fuzzy para lidar com os dados ruidosos dos sensores assim como a influência das variáveis antecedentes e conseqüentes do sistema fuzzy de no comportamento do robô móvel para o desvio de obstáculos além da capacidade do sistema neurofuzzy de aprender a partir dos dados de treinamento mostrando uma melhoria no resultado das simulações. / This work has as objective the study of an area of the robotics named mobile robotics. A mobile robot must navigate in a safe way and this is the main motivation of this work. To do that a mobile robotics simulator with 3D visualization was developed. One of the great interests in mobile robotics is using artificial intelligence algorithms. The main point of this work is using and simulate artificial intelligence applied in obstacle avoidance control. The simulations are dynamics it means that the robot do not have previous information about the scenery. The artificial intelligence algorithms developed in this work are Fuzzy and Neurofuzzy logics. The simulator contributions are that the simulation and 3D visualization where the scenery is a 3D model from a CAD/3D software besides allows to test many configurations before testing the real robot and simulates noise from sensors and uses fuzzy and neurofuzzy logics to obstacle avoidance. The results show the fuzzy system capability to deal with the noisy data from sensors and how fuzzy variables influences the mobile robot behavior in obstacle avoidance besides the ability of neurofuzzy system to learn from training data showing improvements in the simulation results.

Este trabalho tem como objetivo o estudo de uma área da robótica chamada robótica móvel. Um robô móvel deve realizar uma navegação segura e esta é a principal motivação deste trabalho. Para tal foi desenvolvido um simulador de robótica móvel com visualização em 3D. Um dos grandes interesses na área de robótica móvel é a utilização de algoritmos de inteligência artificial. O objetivo deste trabalho é a utilização e simulação de inteligência artificial para o controle destinado ao desvio de obstáculos. As simulações são dinâmicas, ou seja, o robô não tem informação previa do cenário. Os algoritmos de inteligência artificial implementadas neste trabalho são lógica Fuzzy e Neurofuzzy. As contribuições do simulador são: a simulação e visualização em 3D com o cenário modelado em um programa CAD/3D, permite testar diversas configurações antes de testar o robô real, simula o ruído de sensores, utiliza lógica fuzzy e neurofuzzy para o desvio de obstáculos. Os resultados mostram a capacidade do sistema fuzzy para lidar com os dados ruidosos dos sensores assim como a influência das variáveis antecedentes e conseqüentes do sistema fuzzy de no comportamento do robô móvel para o desvio de obstáculos além da capacidade do sistema neurofuzzy de aprender a partir dos dados de treinamento mostrando uma melhoria no resultado das simulações. / This work has as objective the study of an area of the robotics named mobile robotics. A mobile robot must navigate in a safe way and this is the main motivation of this work. To do that a mobile robotics simulator with 3D visualization was developed. One of the great interests in mobile robotics is using artificial intelligence algorithms. The main point of this work is using and simulate artificial intelligence applied in obstacle avoidance control. The simulations are dynamics it means that the robot do not have previous information about the scenery. The artificial intelligence algorithms developed in this work are Fuzzy and Neurofuzzy logics. The simulator contributions are that the simulation and 3D visualization where the scenery is a 3D model from a CAD/3D software besides allows to test many configurations before testing the real robot and simulates noise from sensors and uses fuzzy and neurofuzzy logics to obstacle avoidance. The results show the fuzzy system capability to deal with the noisy data from sensors and how fuzzy variables influences the mobile robot behavior in obstacle avoidance besides the ability of neurofuzzy system to learn from training data showing improvements in the simulation results.

This paper deals with simulation models of the human operator controlling lateral position of simulated vehicle. I am comparing parameters and quality of the McRuer human driver model and the PID controller. Simulated system is single-track vehicle model. Simulated driver is tasked to pass a Moose test with this vehicle model. I am using the simulated annealing method to find optimal parameters of the driver model and then I visualize realized test in 2D and 3D visualization. In the end of this paper I compare simulations of the driver models and assess achieved results.

This thesis describes the design of a new plant for the production of printed circuit boards with a capacity of 40,000 square meters per year. Describes the basic principles of a new production, production logistics principles and technological design, procedure for application of the method SLP, placement of production areas and capacity calculation of employees and machines. It also describes the technological process of production of printed circuit boards with subtractive method and discusses the different steps of production with regard to the proposed production. The practical part deals with the actual realization of the project, a selection of production technology, machinery, design the layout of the building, capacity calculations, deployment tools, practical application of the method SLP, visualization of production in the Plavis VisTable software, waste management and economic evaluation of project costs.

This thesis deals with questions of modelling and 3D visualization. Also, it involves an overview of technical equipment on a theatre stage and control systems of this machinery with accent on user interface and all the interaction with staff. Afterwards, the main topic is the investigation of 3D visualization utilization technology in the field of theatre stage control systems and then the proposal and implementation of the theatre stage 3D visualization application follows in order to increase a clearness and safety of operation with the theatre control system.

Die Werkzeuge und Methoden der Digitalen Fabrik sind bereits seit vielen Jahren in den einzelnen Phasen des Produktentstehungsprozess im Einsatz. Sie werden dabei u.a. auch zur Planung und Gestaltung menschlicher Arbeit eingesetzt. Mit Hilfe digitaler Menschmodelle können Aspekte des Arbeitsablaufs, der Zeitwirtschaft und der Arbeitsplatzgestaltung bereits frühzeitig untersucht und verbessert werden. Die Entwicklung effizienter Simulationssysteme steht auf diesem Gebiet jedoch insbesondere im Vergleich mit anderen Bereichen, wie beispielsweise der Robotersimulation, noch am Anfang. Die vorliegende Arbeit beschäftigt sich zunächst mit der Analyse bereits existierender Menschmodell-Simulationssysteme. Aus den identifizierten Schwachstellen dieser Systeme und weiteren durch Experteninterviews sowie Literaturrecherche gewonnenen Erkenntnissen wird eine Anforderungsliste erstellt, die als Grundlage für die Konzeption und Umsetzung eines innovativen Ansatzes zur Ansteuerung und Bewegungsgenerierung für digitale Menschmodelle dient. Diese neuartige Methodik wird schließlich in ein Simulations-Softwaresystem implementiert und anschließend im Praxis-Einsatz evaluiert. Es konnte gezeigt werden, dass das neue System die Mängel der vorhandenen Systeme behebt und somit als Werkzeug zur effizienten Planung, Gestaltung und Bewertung menschlicher Arbeit geeignet ist. / For many years the tools and methods of the Digital Factory are used in various stages of the product development process. They are also used for the planning and design of human work, which is typically done using a digital human model. Aspects of the workflow, time management and workplace design can be investigated and improved upon in the early stages of the product development process using digital human models. But in this field the development of efficient simulation systems is not matured enough compared to other fields for e.g. robot simulation. This paper starts with an analysis of existing simulation systems for digital human models. Afterwards a requirements list is created from the identified weaknesses of these systems, knowledge gained through expert interviews and literature reviews. These requirements serve as the base for the design and implementation of an innovative approach for motion generation and control of digital human models. This new methodology is then implemented as a simulation software system and evaluated in practical applications. The developed system fixed the shortcomings of existing systems and thus it is a suitable tool for efficient planning, design and evaluation of human labor.

Einleitung Der Einsatz und die Beliebtheit von 3D-Visualisierungen im Fachgebiet der Anatomie und Veterinäranatomie sind in den vergangenen Jahren stetig gewachsen. Vor allem vor den Hintergrund einer potentiell besseren und leichteren Wissensrezeption von räumlichen Informationen durch den Einsatz von 3D- im Vergleich zu 2D-Modellen wurden diverse Studien zum Lernerfolg mit diesen Medien durchgeführt. Ziele der Untersuchung Ziel dieser Arbeit war es, ein Lehr- und Lernprogramm, das „Laminitis Tool“ als Modul des „Equine Hoof Explorers“ in Kooperation mit der Effigos AG zu entwickeln und nachfolgend zu evaluieren. Das Programm soll die morphologischen Veränderungen (mikroskopisch und makroskopisch) während der einzelnen Hufrehephasen ausgehend von den physiologisch anatomischen Gegebenheiten durch 3D-Visualisierungen sowie eine modular aufbereitete Zusammenfassung der Forschungsergebnisse zur Hufrehe in Textform präsentieren. Die Hypothese des Lernvorteils durch das 3D-Programm im Vergleich zu illustrierten Texten wurde überprüft. Material und Methoden 3D-Visualisierungen und Texte für das „Laminitis Tool“ wurden auf Basis von Literaturquellen erstellt, die einen Rückschluss auf den klinischen Grad der Hufrehe und das verwendete Versuchsmodell bzw. die Ätiopathologie erlaubten. Die Evaluation des „Laminitis Tools“ wurde in zwei Durchläufen (Crossover-Design) durchgeführt. Dazu wurden 87 Studierende des 2. Fachsemesters (2. FS) und 26 Studierenden des 4. Fachsemesters (4. FS) den Gruppen A und B zugeteilt. Jede Gruppe enthielt in etwa gleichgroße Anteile aus jedem Fachsemester. Alle Teilnehmer:innen mussten vorab eine subjektive Einschätzung zu ihren Vorkenntnissen zur Hufrehe geben. Retrospektiv wurden anhand dieser Angabe sowie der angegebenen Fachsemester die Wissensgruppen „mit Vorkenntnissen“ (mVK) und „ohne Vorkenntnisse“ (oVK) sowie 2. FS und 4. FS gebildet. Im Durchgang 1 (DG 1) arbeitete Gruppe A mit dem Text und Gruppe B mit dem Tool. Dies wechselte im Durchgang 2 (DG 2). Vor Beginn des Tests erhielt die jeweilige Toolgruppe eine kurze Einführung in die Bedienung des Tools. Nach Arbeit mit dem entsprechenden Medium wurde ein Single-Choice-Test durchgeführt. Ergebnisse Das „Laminitis Tool“ ist eine 3D-Visualisierungssoftware, die ein animiertes 3D-Modell des Hufes von außen (Modell „Klinik“) und innen (Modell „Huf“) sowie des Hufbeinträgers (Modell „Histologie“) vor und während einer Hufreheerkrankung zeigt. Alle Modelle werden durch einen modularisierten Text begleitet. Ein Video zeigt die Veränderungen an der dermo-epidermalen Grenze des Hufbeinträgers. In Gruppe A gaben 56,4 % und in Gruppe B 48,3 % der Teilnehmenden an, Vorkenntnisse zur Hufrehe zu haben. Im DG 1 ist die Anzahl der Fragen, die von Gruppe A signifikant besser beantwortet wurden als von Gruppe B, mit drei von zehn Fragen größer als in DG 2, wo es nur eine von zehn Fragen war. Betrachtet man die Gesamtheit der Fragen konnte Gruppe A im DG 1 ein signifikant besseres Ergebnis (p = 0,0286) erzielen als Gruppe B, wohingegen im DG 2 kein signifikanter Unterschied (p = 0,2071) zwischen den Gruppen bestand. Teilnehmer:innen der Gruppe A aus dem 2. FS und aus der Wissensgruppe oVK konnten ihre Gesamtleistung von DG 1 zu DG 2 steigern. Teilnehmer:innen der Gruppe A aus dem 4. FS und aus der Wissensgruppe mVK erzielten im DG 2 ein geringeres Gesamtergebnis als im DG 1. Schlussfolgerungen Teilnehmer:innen aus Gruppen mit geringem oder keinen Vorkenntnissen (Gruppe B; 2. FS; oVK) erhielten möglicherweise einen Lernvorteil durch die Arbeit mit dem Tool und konnten so den Wissensunterschied zu wissensstärkeren Gruppe (Gruppe A; 4. FS; mVK) ausgleichen.:1 Einleitung 1 2 Literaturübersicht 3 2.1 Hufrehe, Pododermatitis aseptica diffusa 3 2.1.1 Definition 3 2.1.2 Der Hufbeinträger, Apparatus suspensorius ossis ungulae 3 2.1.2.1 Dermale Anteile 4 2.1.2.2 Epidermale Anteile 4 2.1.2.3 Die Basalmembran 4 2.1.3 Makroskopisch-anatomische Veränderungen des Hufes während einer Hufreheerkrankung 6 2.1.4 Mikroskopisch-anatomische Veränderungen des Hufbeinträgers während einer Hufreheerkrankung 8 2.1.5 Metabolisch-induzierte Hufrehe 10 2.1.6 Toxininduzierte Hufrehe 12 2.1.7 Belastungsinduzierte Hufrehe 15 2.2 Mediendidaktik – Begriffsbestimmung 17 2.2.1 Digitale Medien 17 2.2.2 Multimedia 17 2.2.3 E-Learning, Blended Learning und didaktisches Design 17 2.3 Von der Theorie zur Praxis - Gestaltungsmerkmale auf Basis klassischer Lerntheorien und deren Anwendung in E-Learning-Programmen 18 2.3.1 Der Behaviorismus 18 2.3.2 Der Kognitivismus 19 2.3.3 Der Konstruktivismus 20 2.4 Codierungsformen (der Computertechnologie): 3D-Bilder, Animationen und Hypertext 21 2.4.1 Bilder (Definition, 3D-Bilder, Animation, Video) 21 2.4.2 Hypertext (Definition, Aufbau, Gefahren und Potentiale) 22 2.5 Lernen mit Text und Bild 23 2.5.1 Gestaltungsempfehlungen für Bilder und Texte 26 2.6 Interaktivität und selbstgesteuertes Lernen 27 2.6.1 Graphical User Interface 28 2.7 Interaktive Lehr- und Lernprogramme in der Veterinärmedizin 28 3 Material, Methoden 30 3.1 Entwicklung des Lehr- und Lernprogramms 30 3.1.1 Allgemeiner Herstellungsprozess 30 3.1.2 Formulierung von Anforderungskriterien und Festlegung von inhaltlichen Schwerpunkten für das Modul 30 3.1.3 Formulierung der Texte 32 3.1.4 Erstellen von Abbildungen für die Texte 33 3.1.5 Graphische Inhalte - 3D-Modelle, Animationen und Video 35 3.1.5.1 Entwicklung von 3D-Modellen 35 3.1.5.2 Animation der 3D-Modelle 37 3.1.5.3 Entwicklung des Videos „Hufrehe an der dermo-epidermalen Grenze“ 39 3.1.6 Entwicklung der Benutzeroberfläche (GUI) 40 3.1.7 Formatierung der Texte 42 3.1.8 Einpflegen der Modulelemente und Validierung 45 3.2 Evaluation des Lehr- und Lernprogramms 45 3.2.1 Testvorbereitung 45 3.2.1.1 Akquise der Studienteilnehmer:innen 45 3.2.1.2 Geräte 45 3.2.1.3 Test mit Single-Choice-Fragen 46 3.2.2 Studienteilnehmer:innen 46 3.2.3 Studiendesign 47 3.2.4 Gruppen, Abschnitte der Studiendurchgänge 47 3.2.4.1 Abschnitte erster Durchgang – Übersicht 48 3.2.4.2 Abschnitte zweiter Durchgang - Übersicht 49 3.2.5 Statistische Auswertung 49 4 Ergebnisse 51 4.1 Das „Laminitis Tool“ 51 4.1.1 Inhaltsverzeichnis 51 4.1.2 Texte und Abbildungen für die Texte 51 4.1.3 Graphische Inhalte: 3D-Modelle, Animationen, Video 52 4.1.3.1 3D-Modelle: Allgemeine Eigenschaften 52 4.1.3.2 3D-Modell und Animation „Klinik“ 53 4.1.3.3 3D-Modell und Animation „Huf“ 53 4.1.3.4 3D-Modell und Animation „Hufbeinträger“ 54 4.1.3.5 Video „Hufrehe an der dermo-epidermalen Grenze“ 56 4.1.4 GUI des Themenbereichs „Klinik“ 58 4.1.5 GUI des Themenbereichs „Huf“ 60 4.1.6 GUI des Themenbereichs „Histologie“ 61 4.1.7 Weitere Bedienelemente 62 4.2 Evaluation des Lernprogramms 62 4.2.1 Präevaluation 62 4.2.2 Eigenschaften der Studienteilnehmer:innen in den Gruppen 63 4.2.3 Einteilung in Wissensgruppen 64 4.2.4 Aufgabenqualität und Reliabilitätsprüfung des Tests mit Single-Choice-Fragen 65 4.2.5 Test mit Single-Choice-Fragen, Testergebnisse der Text- und Toolgruppe 66 4.2.6 Test mit Single-Choice-Fragen, Testergebnisse der Wissensgruppen für die Attribute „Fachsemester“ und „Vorkenntnisse“ 71 5 Diskussion 76 5.1 Entwicklung des „Laminitis Tools“ 76 5.1.1 Kooperation mit der Effigos AG 77 5.1.2 Toolinhalt und Inhaltsverzeichnis 78 5.1.3 Texte und Abbildungen für die Texte 81 5.1.4 Benutzeroberfläche – Navigation und Orientierungshilfen 82 5.1.5 Benutzeroberfläche – Konsistente und intuitive Bedienbarkeit 83 5.1.6 3D-Modelle 85 5.1.7 Animationen 86 5.1.8 Video 87 5.2 Lernförderlicher Effekt des „Laminitis Tools“ im Vergleich zu einem konventionellen Text 88 5.2.1 Einteilung von Wissensgruppen 89 5.2.2 Vergleich der Gruppen 89 5.2.3 Entwicklung der Gruppen im Verlauf der Studie 91 5.2.4 Betrachtung der Fachsemester 92 5.2.5 Betrachtung der Einzelfragen 93 5.2.6 Betrachtung der Fragengruppe 94 5.2.7 Aussagekraft der Evaluation 94 5.3 Fazit 95 6 Zusammenfassung 97 7 Summary 99 8 Literaturverzeichnis 101 9 Anhang 121 9.1 Entwicklung des Lernprogramms 121 9.1.1 Skript des Videos „Hufrehe an der dermo-epidermalen Grenze“ 121 9.1.2 Beispiel einer Änderungsanweisung für den Bauplan zum Design und zur Funktion der GUI 123 9.2 Evaluation des Lernprogramms 129 9.2.1 Studienaufruf 129 9.2.2 Anweisung zur Nutzung des Tools 130 9.2.3 Fragebogen zur Präevaluation 131 9.2.4 Angaben zum Ausbildungsstand der Studienteilnehmenden 132 9.2.5 Single-Choice-Fragen 133 9.2.6 Aufgabenqualität und Reliabilitätsprüfung des Tests mit Single-Choice-Fragen 139 9.2.7 Test mit Single-Choice-Fragen, Testergebnisse der Text- und Toolgruppe 151 9.2.8 Test mit Single-Choice-Fragen, Testergebnisse der Wissensgruppe für das Attribut „Fachsemester“ 152 9.2.9 Test mit Single-Choice-Fragen, Testergebnisse der Wissensgruppe für das Attribut „Vorkenntnisse“ 160 / Introduction In recent years the use and popularity of three-dimensional (3D) visualizations has grown substantially in the field of anatomy and veterinary anatomy. 3D anatomical models providing a potentially better and easier reception of spatial information compared to two-dimensional (2D) anatomical models was subject of various studies looking into the learning success. Objectives Aim of this study was to develop and subsequently evaluate a 3D anatomical program („Laminitis Tool“) as a module of the „Equine Hoof Explorer“ in cooperation with the Effigos AG. The „Laminitis Tool“ was designed to demonstrate the morphological changes (microscopic and macroscopic) before and during each stadium of equine laminitis by 3D visualizations and text modules summarizing the state of scientific knowledge. The hypothesis that the 3D learning program leads to a better learning success than a text was tested. Material und Methods Development of 3D visualizations and texts for the „Laminitis Tool“ was based on references allowing conclusions regarding clinical phase and experimental set up or cause of equine laminitis. The „Laminitis Tool“ was evaluated in two trials. 87 students of the second semester (2nd SM) and 26 students of the fourth semester (4th SM) were randomly allocated into group A and B. Each group consisted of nearly the same number of students from both semesters. In advance all participants had to subjectively assess their preexisting knowlegde of equine laminitis. According to the prior assessment groups „with preexisting knowledge“ (mVK) and „without preexisting knowledge“ (oVK) as well as groups 2nd SM and 4th SM were formed retrospectively. In the first trail (DG 1), group A was working with the illustrated text and group B with the 3D program. The set up was vice versa in the second trial (DG 2). The respective tool group received a brief instruction in how to use the program. After working with the particular medium students had to undergo a single choice test. Results The „Laminitis Tool“ is a 3D visualization software showing an animated 3D model of the outside (model „clinic“) and inside (model „hoof“) of the equine hoof as well as of the suspensory apparatus of the distal phalanx (model „histology“) before and after the onset of equine laminitis. Each model is accompanied by a modularized text. A video is providing information about the morphological changes at the dermo-epidermal layer of the suspensory apparatus of the distal phalanx. 56.4 % of the participants in group A and 48.3 % in group B ware rated mVK. In the first trial group A achieved a significantly better result in three out of ten questions than group B. Whereas there was only a significant difference in one out of ten questions in the second trial. According to the overall result group A was significantly better than group B (p = 0.0286) in the first trial, but there was no significant difference (p = 0.2071) between groups in the second trial. Participants in group A from the 2nd FS and from the knowledge group oVK were able to increase their overall performance from DG 1 to DG 2. Participants of group A from the 4th FS and from the knowledge group mVK achieved a lower overall result in DG 2 than in DG 1. Conclusion Participants of groups with lower knowledge (group B; 2nd SM; oVK) may have received a learning advantage from working with the tool and thus were able to compensate for the knowledge gap with more knowledgeable groups (group A; 4th SM; mVK).:1 Einleitung 1 2 Literaturübersicht 3 2.1 Hufrehe, Pododermatitis aseptica diffusa 3 2.1.1 Definition 3 2.1.2 Der Hufbeinträger, Apparatus suspensorius ossis ungulae 3 2.1.2.1 Dermale Anteile 4 2.1.2.2 Epidermale Anteile 4 2.1.2.3 Die Basalmembran 4 2.1.3 Makroskopisch-anatomische Veränderungen des Hufes während einer Hufreheerkrankung 6 2.1.4 Mikroskopisch-anatomische Veränderungen des Hufbeinträgers während einer Hufreheerkrankung 8 2.1.5 Metabolisch-induzierte Hufrehe 10 2.1.6 Toxininduzierte Hufrehe 12 2.1.7 Belastungsinduzierte Hufrehe 15 2.2 Mediendidaktik – Begriffsbestimmung 17 2.2.1 Digitale Medien 17 2.2.2 Multimedia 17 2.2.3 E-Learning, Blended Learning und didaktisches Design 17 2.3 Von der Theorie zur Praxis - Gestaltungsmerkmale auf Basis klassischer Lerntheorien und deren Anwendung in E-Learning-Programmen 18 2.3.1 Der Behaviorismus 18 2.3.2 Der Kognitivismus 19 2.3.3 Der Konstruktivismus 20 2.4 Codierungsformen (der Computertechnologie): 3D-Bilder, Animationen und Hypertext 21 2.4.1 Bilder (Definition, 3D-Bilder, Animation, Video) 21 2.4.2 Hypertext (Definition, Aufbau, Gefahren und Potentiale) 22 2.5 Lernen mit Text und Bild 23 2.5.1 Gestaltungsempfehlungen für Bilder und Texte 26 2.6 Interaktivität und selbstgesteuertes Lernen 27 2.6.1 Graphical User Interface 28 2.7 Interaktive Lehr- und Lernprogramme in der Veterinärmedizin 28 3 Material, Methoden 30 3.1 Entwicklung des Lehr- und Lernprogramms 30 3.1.1 Allgemeiner Herstellungsprozess 30 3.1.2 Formulierung von Anforderungskriterien und Festlegung von inhaltlichen Schwerpunkten für das Modul 30 3.1.3 Formulierung der Texte 32 3.1.4 Erstellen von Abbildungen für die Texte 33 3.1.5 Graphische Inhalte - 3D-Modelle, Animationen und Video 35 3.1.5.1 Entwicklung von 3D-Modellen 35 3.1.5.2 Animation der 3D-Modelle 37 3.1.5.3 Entwicklung des Videos „Hufrehe an der dermo-epidermalen Grenze“ 39 3.1.6 Entwicklung der Benutzeroberfläche (GUI) 40 3.1.7 Formatierung der Texte 42 3.1.8 Einpflegen der Modulelemente und Validierung 45 3.2 Evaluation des Lehr- und Lernprogramms 45 3.2.1 Testvorbereitung 45 3.2.1.1 Akquise der Studienteilnehmer:innen 45 3.2.1.2 Geräte 45 3.2.1.3 Test mit Single-Choice-Fragen 46 3.2.2 Studienteilnehmer:innen 46 3.2.3 Studiendesign 47 3.2.4 Gruppen, Abschnitte der Studiendurchgänge 47 3.2.4.1 Abschnitte erster Durchgang – Übersicht 48 3.2.4.2 Abschnitte zweiter Durchgang - Übersicht 49 3.2.5 Statistische Auswertung 49 4 Ergebnisse 51 4.1 Das „Laminitis Tool“ 51 4.1.1 Inhaltsverzeichnis 51 4.1.2 Texte und Abbildungen für die Texte 51 4.1.3 Graphische Inhalte: 3D-Modelle, Animationen, Video 52 4.1.3.1 3D-Modelle: Allgemeine Eigenschaften 52 4.1.3.2 3D-Modell und Animation „Klinik“ 53 4.1.3.3 3D-Modell und Animation „Huf“ 53 4.1.3.4 3D-Modell und Animation „Hufbeinträger“ 54 4.1.3.5 Video „Hufrehe an der dermo-epidermalen Grenze“ 56 4.1.4 GUI des Themenbereichs „Klinik“ 58 4.1.5 GUI des Themenbereichs „Huf“ 60 4.1.6 GUI des Themenbereichs „Histologie“ 61 4.1.7 Weitere Bedienelemente 62 4.2 Evaluation des Lernprogramms 62 4.2.1 Präevaluation 62 4.2.2 Eigenschaften der Studienteilnehmer:innen in den Gruppen 63 4.2.3 Einteilung in Wissensgruppen 64 4.2.4 Aufgabenqualität und Reliabilitätsprüfung des Tests mit Single-Choice-Fragen 65 4.2.5 Test mit Single-Choice-Fragen, Testergebnisse der Text- und Toolgruppe 66 4.2.6 Test mit Single-Choice-Fragen, Testergebnisse der Wissensgruppen für die Attribute „Fachsemester“ und „Vorkenntnisse“ 71 5 Diskussion 76 5.1 Entwicklung des „Laminitis Tools“ 76 5.1.1 Kooperation mit der Effigos AG 77 5.1.2 Toolinhalt und Inhaltsverzeichnis 78 5.1.3 Texte und Abbildungen für die Texte 81 5.1.4 Benutzeroberfläche – Navigation und Orientierungshilfen 82 5.1.5 Benutzeroberfläche – Konsistente und intuitive Bedienbarkeit 83 5.1.6 3D-Modelle 85 5.1.7 Animationen 86 5.1.8 Video 87 5.2 Lernförderlicher Effekt des „Laminitis Tools“ im Vergleich zu einem konventionellen Text 88 5.2.1 Einteilung von Wissensgruppen 89 5.2.2 Vergleich der Gruppen 89 5.2.3 Entwicklung der Gruppen im Verlauf der Studie 91 5.2.4 Betrachtung der Fachsemester 92 5.2.5 Betrachtung der Einzelfragen 93 5.2.6 Betrachtung der Fragengruppe 94 5.2.7 Aussagekraft der Evaluation 94 5.3 Fazit 95 6 Zusammenfassung 97 7 Summary 99 8 Literaturverzeichnis 101 9 Anhang 121 9.1 Entwicklung des Lernprogramms 121 9.1.1 Skript des Videos „Hufrehe an der dermo-epidermalen Grenze“ 121 9.1.2 Beispiel einer Änderungsanweisung für den Bauplan zum Design und zur Funktion der GUI 123 9.2 Evaluation des Lernprogramms 129 9.2.1 Studienaufruf 129 9.2.2 Anweisung zur Nutzung des Tools 130 9.2.3 Fragebogen zur Präevaluation 131 9.2.4 Angaben zum Ausbildungsstand der Studienteilnehmenden 132 9.2.5 Single-Choice-Fragen 133 9.2.6 Aufgabenqualität und Reliabilitätsprüfung des Tests mit Single-Choice-Fragen 139 9.2.7 Test mit Single-Choice-Fragen, Testergebnisse der Text- und Toolgruppe 151 9.2.8 Test mit Single-Choice-Fragen, Testergebnisse der Wissensgruppe für das Attribut „Fachsemester“ 152 9.2.9 Test mit Single-Choice-Fragen, Testergebnisse der Wissensgruppe für das Attribut „Vorkenntnisse“ 160