Automated License Plate Recognition Systems

Automated license plate recognition systems make use of machines learning coupled with traditional algorithmic programming to create software capable of identifying and transcribing vehicles’ license plates. From this point, automated license plate recognition systems can be capable of performing a variety of functions, including billing an account or querying the plate number against a database to identify vehicles of concern. These capabilities allow for an efficient method of autonomous vehicle identification, although the unmanned nature of these systems raises concerns over the possibility of their use for surveillance, be it against an individual or group. This thesis will explore the fundamentals behind automated license plate recognition systems, the state of their current employment, currently existing limitations, and concerns raised over the use of such systems and relevant legal examples. Furthermore, this thesis will demonstrate the training of a machine learning model capable of identifying license plates, followed by a brief examination of performance limitations encountered

Synthesizing play: exploring the use of artificial intelligence to evaluate game user experience

Digital games are a complex interactive medium providing a multitude of different experiences. The field of games user research (GUR) is dedicated to investigating and optimizing user experience in games. Such inquiries are of both commercial and academic importance, enhancing product quality and our understanding of human behaviour. A common GUR methodology is usertesting, where researchers gain insights from human users interacting with products. However, usertesting is expensive in terms of expert labour, time, and resource costs. To address these concerns, we developed PathOS, a free, open-source tool for game testing with AI agents. PathOS simulates player navigation in games using a basic model of human behaviour. We conducted an evaluation of PathOS with developers, finding that it provides valuable predictions of user behaviour in the iterative design process. Ultimately, we aim to give the game development community a useful and versatile augmentation to their testing processes

Video Vortex reader : responses to Youtube

The Video Vortex Reader is the first collection of critical texts to deal with the rapidly emerging world of online video – from its explosive rise in 2005 with YouTube, to its future as a significant form of personal media. After years of talk about digital convergence and crossmedia platforms we now witness the merger of the Internet and television at a pace no-one predicted. These contributions from scholars, artists and curators evolved from the first two Video Vortex conferences in Brussels and Amsterdam in 2007 which focused on responses to YouTube, and address key issues around independent production and distribution of online video content. What does this new distribution platform mean for artists and activists? What are the alternatives

Adaptive serious games for computer science education

Serious games have the potential to effectively engage students to learn, however, these games tend to struggle accommodating learners with diverse abilities and needs. Furthermore, customizing a serious game to the individual learner has historically required a great deal of effort on the part of subject matter experts, and is not always feasible for increasingly complex games. This thesis proposes the use of automatic methods to adapt serious programming games to learners' abilities. To understand the context of the problem, a survey was conducted of the serious programming game literature, which found that while many games exist, there has been very little consideration for the use of adaptation. Given the breadth of the existing serious programming game literature, a methodology was developed to support adaptation of existing games. To demonstrate the efficacy of this adaptive methodology in serious programming games, two case studies were conducted: 1) a study comparing adaptive and non-adaptive gameplay in the Gidget game, and 2) a study assessing non-adaptive gameplay, adaptive gameplay, and adaptive hints in the RoboBug game. The results from both case studies provide evidence to the need for adaptation in serious programming games, and illustrate how the adaptive methodology can be utilized to positively affect the engagement of learners and their ability to achieve learning outcomes

Factors impacting the design of a mobile application for soil management: a case study of the Eastern Cape crops

Some of the biggest challenges the global community has to face are the ever-dwindling levels of freshwater resources, the drastic impact of the greenhouse gases on the global climate and the loss of non-renewable fertile soil. South African agriculture contributes a total of 12.7% to the overall South African GDP (gross domestic product). Only a small portion of the South African soil is considered as being able to grow healthy and nutritious crops. The world of information communication technology (ICT) is extremely vast and growing daily with newly created tools, to accommodate the needs of a specific sector, such as agriculture. As the ICT-based agricultural solutions increase and improve, the uptake of these solutions within the South African agricultural sector becomes even smaller. The reasons for the low uptake of mobile soil management solutions for crop-growing farmers are unknown, due to limited research conducted. The identified problem was a lack of understanding of the way mobile technologies can be designed to adequately support farmers to correctly manage their soil to produce the best possible crops. The primary objective of this research study was to identify factors, which may have a significant impact on the design of a mobile soil management application for crop farmers in the Eastern Cape (South Africa). The secondary objectives were as follows: (i) to determine what soil management is and which aspects are required to implement soil management effectively; (ii) to identify possible mobile technologies suitable to act as an effective support structure for a mobile soil management application; and (iii) to identify which user experience guidelines are key for the development of an effective mobile soil management solution and to compile a user experience guideline for an effective mobile soil management solution. Achieving these objectives, resulted in a better understanding of the identified problem. The problem was addressed by conducting a thorough literature review and a case study to better grasp the different aspects of the identified problem. Quantitative data was collected by conducting a user interface evaluation. Qualitative data were also gathered by means of a field test using the mobile soil management application. The field test was done in conjunction with a heuristic evaluation, completed by the participants. Data triangulation was used to compare the results of the gathered data. The results from the data triangulation were used to confirm the factors, which made the most significant impact on the success of the soil management application. These confirmed design factors were used to produce a list of guidelines to improve the design of future mobile ICT soil management applications

The potential of a classroom network to support teacher feedback:a study in statistics education.

In het wiskundeonderwijs ervaren docenten voortdurend een gebrek aan tijd om hun leerlingen goed te instrueren. In Nederland is daarbij de contacttijd voor wiskunde in de afgelopen vijftien jaar nog eens afgenomen. Wiskunde wordt door leerlingen bovendien als moeilijk ervaren. Dit onderzoek richt zich op de vraag: hoe kunnen we de contacttijd in het wiskundeonderwijs beter benutten? Meta-analyses van leeropbrengsten, zoals die beschreven door Hattie (2009), laten zien dat feedback één van de krachtigste enkelvoudige middelen is om die leeropbrengst te verhogen. In dit onderzoek benutten we de mogelijkheid van grafische rekenmachines (GR), verbonden met de computer van de docent via een draadloos netwerk, om de feedback in wiskundeonderwijs te verbeteren. Enerzijds kregen de leerlingen via hun GR onmiddellijke feedback op bepaalde opgaven en anderzijds gaf de docent, meestal in de volgende les, feedback op het werk van de leerlingen, daarbij ondersteund door een analyse van dat werk door het systeem. Het onderzoek richtte zich in eerste instantie op het ontwikkelen van zogenaamde 'gegevens geletterdheid' bij de leerlingen, waarbij de 'algoritmische vaardigheden' niet vergeten werden. Gedurende vier empirische rondes is deze wijze van werken in negen klassen ontworpen, getest, geëvalueerd en bijgesteld. De wiskundedocenten en hun leerlingen waren over het algemeen enthousiast over het resultaat. Zo adviseren zij bijvoorbeeld om de helft van de lessen aan deze werkvorm te besteden. De docenten geven daarbij aan dat ze een hoge werkdruk hebben ervaren om deze manier van doceren onder de knie te krijgen. De studie expliciteert de voorwaarden waaraan moet worden voldaan voordat de werkwijze succesvol kan zijn. In mathematics education teachers experience a constant lack of time to properly instruct their students. In the Netherlands the contact time for mathematics in secondary education during the last fifteen years again declined. Mathematics is also perceived as difficult by students. This research focuses on the question: how can we better utilize contact time in mathematics education? Meta-analyses of learning outcomes, such as those described by Hattie (2009), show that feedback is one of the most powerful single tools for improving learning achievements. In this study we explore the possibility of graphing calculators (GR), connected to the teacher computer through the use of a wireless network, to improve the feedback in mathematics education. First, students received immediate feedback on their worked out mathematics assignments GR and second, the teacher, usually in the next lesson, gave feedback on the work of the students, supported by an analysis of that work through the system. This study focused primarily on the development of 'data literacy' among students, while the 'algorithmic skills' were not forgotten. In four stages, a prototype of the intervention designed, tested, evaluated and adjusted in nine groups of students. The mathematics teachers and their students are generally enthusiastic about the results. They for instance recommend to spend half of each lesson working this way. Though, the teachers explicitly state that they have experienced a tough workload while mastering this way of teaching. The study makes the conditions to be met before the method can be successful explicit.

Designing an Evaluation Plan for Hopewell City Public Schools Balanced Calendar

Hopewell City Public Schools (HCPS) began the 2021-2022 academic year with an innovative year-round balanced calendar that redistributes the 180 days of instruction and adds six enrichment weeks to increase student engagement, achievement and well-being. The purpose of this capstone project was to support the school system’s need for evaluation to ensure continual improvement and sustainable success. Using improvement science concepts and tools, the team developed a theory of change and comprehensive evaluation plan of this balanced calendar initiative. The scope of work addressed three primary questions: What are the essential components of a quality comprehensive evaluation plan for the HCPS balanced calendar initiative? How can the balanced calendar evaluation plan drive improvement within the division? How can HCPS use the evaluation plan to strengthen support for the balanced calendar initiative in the larger community? The mixed-methods approach analyzed both qualitative and quantitative data through: document analysis of school district resources, secondary analysis of survey data collected by a prior capstone team, and interviews and focus groups. Multiple findings emerged. The evaluation plan should focus on student engagement, student well-being, student achievement, teacher engagement, and quality of instruction. To drive improvement in the district, the plan needs to inform how the district can leverage existing strengths while also addressing emerging challenges. Finally, the evaluation plan can strengthen support in the larger community by illuminating goals, inputs and outcomes. The Capstone includes seven key recommendations and a detailed Evaluation Plan and Toolkit for HCPS (included as Appendix H.