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A corpus-based analysis of route instructions in human-robot interaction
This paper investigates how users employ spatial descriptions to navigate a speech-enabled robot. We created a simulated environment in which users gave route instructions in a dialogic real-time interaction with a robot, which was
operated by naĂŻve participants. The ability of robot monitoring was also manipulated in two experimental conditions. The results provide evidence that the content of the instructions and strategies of the users vary depending on the conditions and
demands of the interaction. As expected, the route instructions frequently were underspecified and arbitrary. The findings of
this study elucidate the complexity in interpreting spatial language in HRI. However, they also point to the need for
endowing mobile robots with richer dialogue resources to compensate for the uncertainties arising from language as well
as the environment
CHORUS Deliverable 2.2: Second report - identification of multi-disciplinary key issues for gap analysis toward EU multimedia search engines roadmap
After addressing the state-of-the-art during the first year of Chorus and establishing the existing landscape in
multimedia search engines, we have identified and analyzed gaps within European research effort during our second year.
In this period we focused on three directions, notably technological issues, user-centred issues and use-cases and socio-
economic and legal aspects. These were assessed by two central studies: firstly, a concerted vision of functional breakdown
of generic multimedia search engine, and secondly, a representative use-cases descriptions with the related discussion on
requirement for technological challenges. Both studies have been carried out in cooperation and consultation with the
community at large through EC concertation meetings (multimedia search engines cluster), several meetings with our
Think-Tank, presentations in international conferences, and surveys addressed to EU projects coordinators as well as
National initiatives coordinators. Based on the obtained feedback we identified two types of gaps, namely core
technological gaps that involve research challenges, and âenablersâ, which are not necessarily technical research
challenges, but have impact on innovation progress. New socio-economic trends are presented as well as emerging legal
challenges
A cognitive model of user interaction as a guideline for designing novel interfaces
Adaptive systems behavior based on user models appear promising, mostly for complex environments such as mixed reality environments (MRE).
An MRE comprises a virtual representation of the reality as well as physical objects augmented with virtual features. These objects are coupled with the virtual representation so that they can reflect its changes in real time. The proper design of an MRE and the user models that it implies are crucial for its success, but unfortunately, there are no guidelines for the design of these environments. In this paper we present a methodology for designing user models for MRE as well as for the augmentation of physical everyday objects.
The user model describes usersâ knowledge in two levels of abstraction:
objects manipulation (syntax) and its meaning assigned by a community of practice (semantics).1st International Workshop on Advanced Software Engineering: Expanding the Frontiers of Software Technology - Session 2: Software ModelingRed de Universidades con Carreras en InformĂĄtica (RedUNCI
Informal learning recognition through a cloud ecosystem
Learning and teaching processes, like all human activities, can be mediated through the use of tools. Information
and communication technologies are now widespread within education. Their use in the daily
life of teachers and learners affords engagement with educational activities at any place and time and not
necessarily linked to an institution or a certificate. In the absence of formal certification, learning under
these circumstances is known as informal learning. Despite the lack of certification, learning with technology
in this way presents opportunities to gather information about and present new ways of exploiting
an individualâs learning. Cloud technologies provide ways to achieve this through new architectures,
methodologies, and workflows that facilitate semantic tagging, recognition, and acknowledgment of informal
learning activities. The transparency and accessibility of cloud services mean that institutions and
learners can exploit existing knowledge to their mutual benefit. The TRAILER project facilitates this aim by
providing a technological framework using cloud services, a workflow, and a methodology. The services
facilitate the exchange of information and knowledge associated with informal learning activities ranging
from the use of social software through widgets, computer gaming, and remote laboratory experiments.
Data from these activities are shared among institutions, learners, and workers. The project demonstrates
the possibility of gathering information related to informal learning activities independently of the context
or tools used to carry them out
Informal learning recognition through a cloud ecosystem
Learning and teaching processes, like all human activities, can be mediated through the use of tools. Information
and communication technologies are now widespread within education. Their use in the daily
life of teachers and learners affords engagement with educational activities at any place and time and not
necessarily linked to an institution or a certificate. In the absence of formal certification, learning under
these circumstances is known as informal learning. Despite the lack of certification, learning with technology
in this way presents opportunities to gather information about and present new ways of exploiting
an individualâs learning. Cloud technologies provide ways to achieve this through new architectures,
methodologies, and workflows that facilitate semantic tagging, recognition, and acknowledgment of informal
learning activities. The transparency and accessibility of cloud services mean that institutions and
learners can exploit existing knowledge to their mutual benefit. The TRAILER project facilitates this aim by
providing a technological framework using cloud services, a workflow, and a methodology. The services
facilitate the exchange of information and knowledge associated with informal learning activities ranging
from the use of social software through widgets, computer gaming, and remote laboratory experiments.
Data from these activities are shared among institutions, learners, and workers. The project demonstrates
the possibility of gathering information related to informal learning activities independently of the context
or tools used to carry them out
Gesture based interface for image annotation
Dissertação apresentada para obtenção do Grau de Mestre em Engenharia Informåtica pela
Universidade Nova de Lisboa, Faculdade de CiĂȘncias e TecnologiaGiven the complexity of visual information, multimedia content search presents more problems than textual search. This level of complexity is related with the difficulty of doing automatic image and video tagging, using a set of keywords to describe the content. Generally, this annotation is performed manually (e.g., Google Image) and the search is based on pre-defined
keywords. However, this task takes time and can be dull.
In this dissertation project the objective is to define and implement a game to annotate personal digital photos with a semi-automatic system. The game engine tags images automatically and the player role is to contribute with correct annotations. The application is composed by the following main modules: a module for automatic image annotation, a module that manages the
game graphical interface (showing images and tags), a module for the game engine and a module for human interaction. The interaction is made with a pre-defined set of gestures, using a web camera. These gestures will be detected using computer vision techniques interpreted as the user actions. The dissertation also presents a detailed analysis of this application, computational modules and design, as well as a series of usability tests
Innovation in Mobile Learning: A European Perspective
In the evolving landscape of mobile learning, European researchers have conducted significant mobile learning projects, representing a distinct perspective on mobile learning research and development. Our paper aims to explore how these projects have arisen, showing the driving forces of European innovation in mobile learning. We propose context as a central construct in mobile learning and examine theories of learning for the mobile world, based on physical, technological, conceptual, social and temporal mobility. We also examine the impacts of mobile learning research on educational practices and the implications for policy. Throughout, we identify lessons learnt from European experiences to date
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