Virtual Reality Games for Motor Rehabilitation

This paper presents a fuzzy logic based method to track user satisfaction without the need for devices to monitor users physiological conditions. User satisfaction is the key to any product’s acceptance; computer applications and video games provide a unique opportunity to provide a tailored environment for each user to better suit their needs. We have implemented a non-adaptive fuzzy logic model of emotion, based on the emotional component of the Fuzzy Logic Adaptive Model of Emotion (FLAME) proposed by El-Nasr, to estimate player emotion in UnrealTournament 2004. In this paper we describe the implementation of this system and present the results of one of several play tests. Our research contradicts the current literature that suggests physiological measurements are needed. We show that it is possible to use a software only method to estimate user emotion

The uses of process modeling : a framework for understanding modeling formalisms

There is wide-spread recognition of the urgent need to improve software processes in order to improve the performance of software organizations. Process models are essential in achieving understanding and visibility of processes and are important for other uses including the analysis of processes for improvement. It has been increasingly difficult to compare and evaluate the variety of process modeling formalisms that have appeared in recent years without a clear understanding of precisely for what they will be used. The contribution of this paper is to provide an understanding and a fairly comprehensive catalog of the applications of process modeling for which formalisms may be used. The primary mechanism for doing this is a guided tour of the literature on process modeling supplemented by recent industrial experience. In the paper, basic definitions concerning processes, process descriptions and process modeling are reviewed and then uses of process modeling are surveyed under the following headings: communication among process participants, construction of new processes, control of processes, process· analysis, and process support by automation. Comments are offered on paradigms for process modeling formalisms and directions for future work to permit evolution of a discipline of process engineering are given

A Transfer Operator Methodology for Optimal Sensor Placement Accounting for Uncertainty

Sensors in buildings are used for a wide variety of applications such as monitoring air quality, contaminants, indoor temperature, and relative humidity. These are used for accessing and ensuring indoor air quality, and also for ensuring safety in the event of chemical and biological attacks. It follows that optimal placement of sensors become important to accurately monitor contaminant levels in the indoor environment. However, contaminant transport inside the indoor environment is governed by the indoor flow conditions which are affected by various uncertainties associated with the building systems including occupancy and boundary fluxes. Therefore, it is important to account for all associated uncertainties while designing the sensor layout. The transfer operator based framework provides an effective way to identify optimal placement of sensors. Previous work has been limited to sensor placements under deterministic scenarios. In this work we extend the transfer operator based approach for optimal sensor placement while accounting for building systems uncertainties. The methodology provides a probabilistic metric to gauge coverage under uncertain conditions. We illustrate the capabilities of the framework with examples exhibiting boundary flux uncertainty

Four approaches to teaching programming

Based on a survey of literature, four different approaches to teaching introductory programming are identified and described. Examples of the practice of each approach are identified representing procedural, visual, and object-oriented programming language paradigms. Each approach is then further analysed, identifying advantages and disadvantages for the student and the teacher. The first approach, code analysis, is analogous to reading before writing, that is, recognising the parts and what they mean. It requires learners to analyse and understand existing code prior to producing their own. An alternative is the building blocks approach, analogous to learning vocabulary, nouns and verbs, before constructing sentences. A third approach is identified as simple units in which learners master solutions to small problems before applying the learned logic to more complex problems. The final approach, full systems, is analogous to learning a foreign language by immersion whereby learners design a solution to a non-trivial problem and the programming concepts and language constructs are introduced only when the solution to the problem requires their application. The conclusion asserts that competency in programming cannot be achieved without mastering each of the approaches, at least to some extent. Use of the approaches in combination could provide novice programmers with the opportunities to acquire a full range of knowledge, understanding, and skills. Several orders for presenting the approaches in the classroom are proposed and analysed reflecting the needs of the learners and teachers. Further research is needed to better understand these and other approaches to teaching programming, not in terms of learner outcomes, but in terms of teachers’ actions and techniques employed to facilitate the construction of new knowledge by the learners. Effective classroom teaching practices could be informed by further investigations into the effect on progression of different toolset choices and combinations of teaching approache

E-learning : Issues and Choices

E-learning is becoming progressively more influential across the educational spectrum. Many schools and universities are instituting e-learning for students, some offering entire degree courses via the Internet. Developments in computer technologies have heralded a range of changes in possibilities both in the delivery of content and the implementation of methodologies, reflecting the situation vis-a-vis approaches to teaching that followed developments in audio and video content delivery systems. This paper outlines issues and choices that influence decision-making about the kind of e-learning program to be implemented. As computers become increasingly fast and powerful, available, and mobile ; interfaces more user-friendly; software more highly sophisticated; and students and faculty become increasingly familiar within the virtual environment, those involved in education are struggling with decisions regarding the best means in which to integrate computers into learning. However, the breadth of options for the utilization of computer technologies in education and the range of applications for which they may be used lead to conflicts of expectations and practice between school or program administrators, teachers, and students. These conflicts affect the choice of program as well as the ongoing success of any particular program once it has been implemented. The choices are not easy ; much depends on metaphors in which computer use is perceived, concepts of learning and teaching, the knowledge or skill set selected for e-learning focus, funding and other institutional constraints, as well as the skills and dedication of, and time constraints upon, those programming and managing the course. Success of an e-learning course is dependent upon a number of issues, including limitations of hardware and software; definitions of success and goals of the program; student access, confidence, and acceptance; teacher access, confidence, and acceptance; support for both students and teachers; and institutional factors. The issues and choices described first in this paper determine the type of program to be implemented. Options for the type of program are constrained by these initial choices, which are, in many cases, invisible in the decision-making process. It is argued that these factors should be examined prior to the point at which decisions regarding e-learning programs are made and should continue to be considered in the ongoing evaluations of any program