Towards Multi-Modal Interactions in Virtual Environments: A Case Study

We present research on visualization and interaction in a realistic model of an existing theatre. This existing ‘Muziek¬centrum’ offers its visitors information about performances by means of a yearly brochure. In addition, it is possible to get information at an information desk in the theatre (during office hours), to get information by phone (by talking to a human or by using IVR). The database of the theater holds the information that is available at the beginning of the ‘theatre season’. Our aim is to make this information more accessible by using multi-modal accessible multi-media web pages. A more general aim is to do research in the area of web-based services, in particu¬lar interactions in virtual environments

Generation of multi-modal dialogue for a net environment

In this paper an architecture and special purpose markup language for simulated affective face-to-face communication is presented. In systems based on this architecture, users will be able to watch embodied conversational agents interact with each other in virtual locations on the internet. The markup language, or Rich Representation Language (RRL), has been designed to provide an integrated representation of speech, gesture, posture and facial animation

Analysis of errors presented by illiterate adults throughout a computerized program to teach reading and writing skills

La tipología de los errores presentados por los niños en la adquisición de la lectura y la escritura ha sido ampliamente examinada. El análisis de errores permite inferir fuentes de control del comportamiento durante el aprendizaje, siendo así una herramienta importante para perfeccionar los programas de enseñanza. Sin embargo, pocos estudios han explorado los tipos de errores cometidos por adultos iletrados. Este es un estudio descriptivo que tuvo como objetivo identificar y analizar los errores cometidos por adultos que están aprendiendo a leer y escribir, a partir de un programa de enseñanza computarizado, con el fin de verificar la adecuación del programa a la necesidad de desarrollar procedimientos específicos para esta población. Quince adultos se sometieron individualmente al programa, el cual se compone de una secuencia de pasos de enseñanza y evaluación (pre y postpruebas y exámenes intermedios). Los errores fueron clasificados y analizados con referencia a las categorías descritas en la literatura y algunas nuevas creadas específicamente para este trabajo. Los datos muestran alta concentración de errores en algunas categorías, especialmente para el primer módulo de enseñanza, con indicación parcial de especificidad de los tipos de errores para la población objeto de estudio. Los participantes también presentaron dificultades en la tarea de dictado por construcción, lo cual indica la necesidad de perfeccionamiento del programa cuando es utilizado en la alfabetización de adultos.The typology of errors presented by children in the acquisition of reading and writing has been widely explored. Error analyses allow inferring sources of behavior control throughout the learning process and are an important tool for improving programs that teach reading and writing. Nevertheless, few studies have explored the types of errors made by illiterate adults. This is a descriptive study aiming to identify and analyze the errors made by adults participating in the process of learning to read and write using a computerized teaching program. The purpose was to evaluate the adequacy of the program and to point out whether there is a need to develop specific procedures for this population. Fifteen adults were individually submitted to the program, which comprises a sequence of teaching steps and assessments (pre and post-tests and intermediate tests). Errors made by the students were categorized and analyzed according to categories described in the literature as well as new ones created specifically for this study. The data show a high concentration of errors in some categories, particularly for the first teaching module, with partial indication of error type specificity for the population in focus. This study also shows the participants' difficulties in writing (construction spelling task), requiring improvement of the computerized program when applied to adult literacy.A tipologia de erros apresentados por crianças na aquisição de leitura e escrita tem sido amplamente explorada. A análise de erros permite inferir fontes de controle do comportamento ao longo da aprendizagem, sendo por isso um importante instrumento para o aperfeiçoamento de programas de ensino. No entanto, poucos estudos têm explorado a tipologia de erros apresentados por adultos iletrados. Este é um estudo descritivo que teve como objetivo identificar/analisar os erros cometidos por participantes adultos durante o processo de aprendizagem da leitura e escrita, submetidos a um programa informatizado de ensino, visando verificar a adequação do programa ou a necessidade de procedimentos específicos para esta população. Quinze adultos passaram individualmente pelo programa, constituído por uma sequência de passos de ensino e avaliação (pré e póstestes e testes intermediários). Os erros foram categorizados e analisados com base nas categorias descritas na literatura e categorias novas, criadas especificamente para este trabalho. Os dados mostraram grande concentração de erros em algumas categorias, principalmente para o primeiro módulo de ensino, com indicação parcial de especificidade de tipologia de erros para a população em foco. Os participantes também mostraram dificuldade na escrita (ditado por construção), indicando a necessidade de aperfeiçoamento do programa quando utilizado na alfabetização de adultos

The rhythm of life: the perfect rhythm of morse code

Morse code is a unique exemplar of the inherent complexities of rhythm. Learning Morse code in wartime presented challenges to expedite skill acquisition. This thesis explored the strategies used to teach and learn Morse code in the second World War and investigated the resourceful techniques used by the WRANS in an empirical study. The first study investigated the teaching and learning strategies of wartime telegraphists to learn Morse code. Five WRANS described a series of techniques to learn Morse code, including rote learning and repetition, visualisation and pattern recognition, intoning and mnemonics, and music. Music provided effective training for the fundamental teaching and learning of Morse code by matching the rhythmical properties of Morse code to music. Music equipped Morse code operators with a unique approach to Morse code instruction. Learning Morse code with music was described as a way of making sense of the ‘rhythm’ and ‘shape’ of the Morse code letters and proved an invaluable aid to learning and teaching Morse code. The second study examined the effectiveness of learning Morse code with the aid of music. Novices formed two groups, Control Group (no music aid) and Music Group (with music aid). Results confirmed the effectiveness of music training in three Morse code letters, Q V, and A in two experiments, the first with known Morse code letters (Q V A) and the second with unknown letters. The Music Group accurately identified 90% of known and unknown Morse code letters compared to the Control Group who identified less then 50% of known and unknown Morse code letters. This thesis explored the transferable attributes of rhythm perception in music as a teaching and learning mechanism for Morse code. There is extensive research on the complex learning and retention of Morse code but the studies in this thesis have indicated that the ground-breaking wartime strategy of music and Morse code is a powerful duo. The investigation of learning and teaching strategies of the WRANS showed that musical rhythm influenced the skill acquisition of Morse code and the perceptual test suggests that current work in rhythm perception extends beyond music pedagogy and has further implications for all cognitive function

The rhythm of life: the perfect rhythm of morse code

Morse code is a unique exemplar of the inherent complexities of rhythm. Learning Morse code in wartime presented challenges to expedite skill acquisition. This thesis explored the strategies used to teach and learn Morse code in the second World War and investigated the resourceful techniques used by the WRANS in an empirical study. The first study investigated the teaching and learning strategies of wartime telegraphists to learn Morse code. Five WRANS described a series of techniques to learn Morse code, including rote learning and repetition, visualisation and pattern recognition, intoning and mnemonics, and music. Music provided effective training for the fundamental teaching and learning of Morse code by matching the rhythmical properties of Morse code to music. Music equipped Morse code operators with a unique approach to Morse code instruction. Learning Morse code with music was described as a way of making sense of the ‘rhythm’ and ‘shape’ of the Morse code letters and proved an invaluable aid to learning and teaching Morse code. The second study examined the effectiveness of learning Morse code with the aid of music. Novices formed two groups, Control Group (no music aid) and Music Group (with music aid). Results confirmed the effectiveness of music training in three Morse code letters, Q V, and A in two experiments, the first with known Morse code letters (Q V A) and the second with unknown letters. The Music Group accurately identified 90% of known and unknown Morse code letters compared to the Control Group who identified less then 50% of known and unknown Morse code letters. This thesis explored the transferable attributes of rhythm perception in music as a teaching and learning mechanism for Morse code. There is extensive research on the complex learning and retention of Morse code but the studies in this thesis have indicated that the ground-breaking wartime strategy of music and Morse code is a powerful duo. The investigation of learning and teaching strategies of the WRANS showed that musical rhythm influenced the skill acquisition of Morse code and the perceptual test suggests that current work in rhythm perception extends beyond music pedagogy and has further implications for all cognitive function

State Teachers College at Bridgewater. 1948-50. [Catalog]

https://vc.bridgew.edu/btc_catalogs/1006/thumbnail.jp