Robotic

The development of technology platforms such as "Duckietown" makes the current state of research in robotics and AI more accessible and tangible. Photo: Andreas Heddergott / TUM

Focus Areas

  • Embedded systems
  • Duckietown
  • Autonomous Driving
  • Communication
  • Distributed Control
  • Distributed Systems
  • Learning Autonomy
  • HW/SW Co-Design

Research members

Publications

In Progress
↓ 2024



↓ 2022





↓ 2021



↓ 2020



Theses

In Progress
Master's ThesesEnhancing Competency Models Through Machine Learning Techniques
Start DateNovember 2024
Advisor(s)Maximilian Anzinger
Supervisor(s)Prof. Dr. Stephan Krusche
StudentArda Karaman and Ufuk Yagmur
Abstract

Abstract TBA

Artemis is open source and available on https://github.com/ls1intum/Artemis

Master's ThesesAtlas: Evaluating Adaptive Learning from Student's Perspective
Start DateApril 2025
Advisor(s)Maximilian Anzinger
Supervisor(s)Prof. Dr. Stephan Krusche
StudentAnnika Lena Heckin-Veltman
Abstract

Competency-based education gives students transparency and flexibility in their learning process. The usage can enhance motivation, especially in university settings where instructors address students with diverse backgrounds and prior knowledge together. Therefore, Artemis contains the adaptive learning system Atlas to support university teaching. To provide the best experience possible to students, it is essential to understand how students currently interact with the system integrated into Artemis and its impacts on their learning process.

Bachelor's ThesesDesign and Development of an Ozobot Challenge to Reduce Gender Stereotypes in STEM Education
Start DateJune 2025
Advisor(s)Ramona Beinstingel
Supervisor(s)Prof. Dr. Stephan Krusche
StudentTim Sommer
Abstract

This thesis designs, implements and evaluates a board game using Ozobots to address gender stereotypes in STEM education among elementary students. It reviews gender-sensitive strategies, assesses robotics tools for inclusivity, and develops an engaging board game to promote equal participation and interest in STEM fields for both boys and girls.

Pupils playtest two board games that are identical in structure but differ in theme. Each version addresses a distinct gender stereotype. The process records engagement, collaboration, and individual perceptions through structured surveys and classroom observations. The collected data will provide insights into pupils’ confidence and participation levels, guiding refinements to enhance inclusivity.


Finished