Discover Bachelor & Master projects

Development of a Real-Time Energy Visualisation App for the Mobile MINT "Energy Lab"

As part of the regional MINT initiative led in collaboration with the Regionalmanagement KUUSK, a mobile laboratory ("MINT Energy Mobile Lab") is being developed to bring hands-on STEM learning on energy and climate directly to schools. Within this project, your task is to design and implement an application that collects and aggregates real-time watt data from five ergometer bikes during the weekly "Energy Challenge," displaying the results in an engaging and motivating way on a large screen. The project aims to combine physical activity, knowledge building, and teamwork while making energy generation tangible through physical effort. This thesis includes active participation in the project team; a one-year employment of approximately 5 hours per week is planned in addition to the bachelor's thesis.

Developing Unplugged AI Learning Materials for K-12 Students: A Competency-Based Approach

This thesis examines K-12 AI competencies—including algorithmic thinking and ethics—within the context of current educational research [1-3]. Based on a critical review of existing literature, the study develops unplugged learning activities [4,5]. These activities serve as a practical application of theoretical AI literacy frameworks, allowing for a systematic analysis of how foundational concepts can be effectively taught to young learners.

[1] https://dl.acm.org/doi/full/10.1145/3685680
[2] https://dl.acm.org/doi/10.1145/3313831.3376727
[3] https://ojs.aaai.org/index.php/AAAI/article/view/5053
[4] https://www.aiunplugged.org/
[5] https://www.i-am.ai/de/build-your-own-ai.html

Enhancing Pre-Service Teachers' Explanations of Computer Science Concepts through AI-Agent Feedback

This thesis investigates how a visual or acoustic AI-agent system (such as D-ID's AI Agents) can be used in experiments with pre-service teachers to improve their explanations of K-12 computer science content. Building on research about professional knowledge and explaining skills [1-3], the study engages pre-service teachers in explaining selected CS topics (e.g. algorithms, binary numbers, or AI basics), receiving AI-driven feedback, and iteratively refining their explanations. The goal is to evaluate whether interaction with the AI system supports the development of clearer, more structured and pedagogically effective explanations.

[1] Kulgemeyer, C., et al. Professional knowledge affects action-related skills: The development of preservice physics teachers' explaining skills during a field experience. DOI: 10.1002/tea.21632
[2] Findeisen, S., Deutscher, V. K., & Seifried, J. Fostering prospective teachers' explaining skills during university education - Evaluation of a training module. DOI: 10.1007/s10734-020-00601-7
[3] https://link.springer.com/article/10.1007/s10758-025-09875-1
Using: D-ID AI Agents

Designing Inclusive Learning Environments: Assessing Unplugged Computational Thinking Interventions in Early Childhood

This bachelor thesis contributes to the field of inclusive informatics education by investigating how family-centered, unplugged environments can mitigate gender stereotypes in early childhood. Using a systematic design-based approach, the study develops a workshop framework that integrates computational thinking through board games and everyday play. Building on existing strategies for encouraging girls’ engagement in informatics [1,2], the thesis evaluates how targeted interventions can challenge early gender biases.

[1] Miliszewska, I., & Moore, A. (2010). Encouraging girls to consider a career in ICT: A review of strategies. Journal of Information Technology Education.

[2] Şahin Timar, Z., & Mısırlı, Ö. (2023). Effective strategies for encouraging girls in informatics. International Conference on Human-Computer Interaction. Springer.