Matlab

This book is a collection of 19 excellent works presenting different applications of several MATLAB tools that can be used for educational, scientific and engineering purposes. Chapters include tips and tricks for programming and developing Graphical User Interfaces (GUIs), power system analysis, control systems design, system modelling and simulations, parallel processing, optimization, signal and image processing, finite different solutions, geosciences and portfolio insurance. Thus, readers from a range of professional fields will benefit from its content

Supporting distributed multiplayer RoboTable games

Lincoln University is cooperating with Tufts University, USA, on the development of a RoboTable to facilitate interaction between groups learning about robotics and engineering problem solving. A RoboTable is a mixed reality tabletop learning environment and provides a distributed learning platform with groups of children at remotely located tables interacting and competing on robotic projects. This project investigates the development and support of distributed multiplayer games using the RoboTable environment. Currently, there are no general-purpose tools to support RoboTable game development or distributed game play. Hence a gap exists to develop a robust solution that will allow distributed multiplayer games to be created and played using RoboTable. To address these issues, we have implemented a set of toolkits to support distributed multiplayer RoboTable game development. The toolkits comprise a Network Toolkit, a Robot Tracking Toolkit, a Game Management Toolkit and a Communication Toolkit. In addition, we have developed a skeleton project to help the game developers. To evaluate the toolkits, we have used a number of approaches. The first approach was a case study of the game development process using the toolkits. The second approach was to establish baseline performance benchmarks for the system. The third approach was to carry out experiments to evaluate their real-world performance and the scalability of the toolkits using the game created in the case study. The results from the experiments have shown that the toolkits perform well within a distributed computer environment. The results from the case study have revealed that the development of a new RoboTable game is straightforward

Makers at School, Educational Robotics and Innovative Learning Environments

This open access book contains observations, outlines, and analyses of educational robotics methodologies and activities, and developments in the field of educational robotics emerging from the findings presented at FabLearn Italy 2019, the international conference that brought together researchers, teachers, educators and practitioners to discuss the principles of Making and educational robotics in formal, non-formal and informal education. The editors’ analysis of these extended versions of papers presented at FabLearn Italy 2019 highlight the latest findings on learning models based on Making and educational robotics. The authors investigate how innovative educational tools and methodologies can support a novel, more effective and more inclusive learner-centered approach to education. The following key topics are the focus of discussion: Makerspaces and Fab Labs in schools, a maker approach to teaching and learning; laboratory teaching and the maker approach, models, methods and instruments; curricular and non-curricular robotics in formal, non-formal and informal education; social and assistive robotics in education; the effect of innovative spaces and learning environments on the innovation of teaching, good practices and pilot projects

Makers at School, Educational Robotics and Innovative Learning Environments

This open access book contains observations, outlines, and analyses of educational robotics methodologies and activities, and developments in the field of educational robotics emerging from the findings presented at FabLearn Italy 2019, the international conference that brought together researchers, teachers, educators and practitioners to discuss the principles of Making and educational robotics in formal, non-formal and informal education. The editors’ analysis of these extended versions of papers presented at FabLearn Italy 2019 highlight the latest findings on learning models based on Making and educational robotics. The authors investigate how innovative educational tools and methodologies can support a novel, more effective and more inclusive learner-centered approach to education. The following key topics are the focus of discussion: Makerspaces and Fab Labs in schools, a maker approach to teaching and learning; laboratory teaching and the maker approach, models, methods and instruments; curricular and non-curricular robotics in formal, non-formal and informal education; social and assistive robotics in education; the effect of innovative spaces and learning environments on the innovation of teaching, good practices and pilot projects

Jogando para transitar seguro: uma experiência de educação para o trânsito

Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro Tecnológico, Programa de Pós-Graduação em Engenharia e Gestão do Conhecimento, Florianópolis, 2015.Esta dissertação tem como objetivo avaliar como os jogos digitais tornam o processo de aprendizado na escola mais estimulante e atraente para as crianças. No caso específico, definiu-se como temática a educação para o trânsito e, para tanto, foi realizada a aplicação e a análise do jogo Vrum. Justifica-se essas escolhas com base nas estatísticas que mostram que acidentes matam cerca de 40 mil pessoas por ano no Brasil e que esta é a primeira causa de morte de crianças na faixa etária de zero a 14 anos. A escolha do jogo Vrum se deu por ele ter sido desenvolvido no Brasil, para o ensino fundamental, utilizando recursos de simulação para ensinar regras de trânsito estabelecidas no Código de Trânsito Brasileiro. Para alcançar esses objetivos, buscou-se fundamentação teórica em Renaud e Suissa (1989) que apontam um conjunto de elementos para reduzir o número de mortes no trânsito: infraestrutura, leis e educação; Prensky (2001) que trata sobre a natividade digital; Kapp (2012) mostra a relação entre jogos e aprendizagem; Jenkins (2008), que considera os jogos como narrativas transmidiáticas; Rozestraten (1988) e Rizzardo (2003) para entender o trânsito e suas implicações. Metodologicamente, nos apoiamos em Denzi e Lincoln (2014) que discutem a pesquisa qualitativa e interpretativa como ferramenta para entender a realidade; em Martins e Theophilo (2007) que estabelecem relação entre o número de participantes e o aproveitamento das observações a partir dos grupos focais; Lakatos e Marconi (2010) sobre a importância das entrevistas no processo de pesquisa e, Colli e Hussey (2014) que analisam a distância entre o pesquisador e seu objeto de estudo. Optou-se por entender a problemática do trânsito e para identificar experiências similares no Brasil e no exterior, através de uma revisão sistemática, tendo como palavras-chave: educação, trânsito e jogos, nas bases de dados Scopus, Science Direct e Web of Science. A amostra foi definida por conveniência, visto que foi trabalhoso o processo de encontrar um colégio que pudesse participar do experimento; o critério para escolha da escola onde foi feita a aplicação se deu pela necessidade de equipamentos apropriados, aceitação da experiência e, principalmente por não ter nenhum módulo sobre educação no trânsito no currículo. A opção por entrevistas estruturadas, antes e depois da aplicação do jogo, e a realização de grupo focal (Focal Group) nos permitiu avaliar a experiência das crianças e seu engajamento e interesse em aprender. A experiência evidenciou como o jogo estimulou a vontade de aprender acerca de um assunto de difícil abordagem principalmente em relação a leis e comportamentos, e a adequação do jogo como ferramenta de aprendizagem para uma faixa etária composta basicamente por nativos digitais. Por fim, concluiu-se que a definição de políticas públicas que incentivem programas específicos de Educação para o Trânsito - a exemplo do Programa Educacional de Resistência às Drogas e à Violência (PROERD) poderia contribuir para reduzir o número de mortes de crianças no trânsito, para além da formação de cidadãos mais conscientes.Abstract : This study proposes to analyze how digital games can make the learning experience more exciting and appealing to children in school. In the specific case, we defined the traffic education as the subject of the analysis and, therefore, we applied and analyzed the game called vroom. We justify our choices based on statistics that shows that accidents kill about 40,000 people in Brazil a year and it is the first cause of death of children between age zero to 14 years old. We chose this game because it was developed in Brazil, for elementary schools, and simulates the tools used in teaching the rules of the Brazilian Traffic Code. To achieve our goals we searched for the theoretical foundation in Renauld & Suissa (1989) that established a set of elements to reduce the number of deaths caused by traffic accidents, such as: infrastructure, laws and education; Prensky (2001) deals with the digital nativity and correlates it with education; Kapp (2012) shows the relation between games and learning; Jenkins (2008), considers the games as transmedia narratives; Rozestraten (1988) and Rizzardo (2003) address the traffic and its implications. Methodologically, we rely on Denzi & Lincoln (2014) that considers the qualitative and interpretative studies as tools to understand the reality; and Theóphilo in Martins (2007) that establishes a relation between the number of participants and the use of observations from focus groups; Lakatos & Marconi (2010) that talks about the importance of the interviews on the research process and Colli & Hussey (2014) that analyses the distance between the researcher and his object of study. Our option was to understand the main traffic issues and to identify similar experiences in Brazil and abroad, through a systematic review, using the key words: education, traffic and games researching in Scopus, Science Direct and Web of Science databases. The criteria for the school choice, where the application was made, was due to the need for suitable equipment, experience and acceptance, especially for not having any module on traffic education on the curriculum. The choice for structured interviews, before and after the application of the game and conducting focal group has allowed us to evaluate the experience of children, their commitment and interest on learning. The experience showed that as the game stimulates the desire to learn about a theme that seems difficult to approach - especially concerning laws and behaviors, and that the adequacy of the game as a learning tool for an age group primarily composed of digital natives. Finally, we concluded that the definition of public policies that encourage specific programs such as Traffic Education - the Drug Abuse Resistance Education (PROERD) can be a example, could help to reduce the number deaths in traffic, especially between children, and contribute to the training more aware citizens

Customer co-creation in innovations : a protocol for innovating with end users

The transition into the information revolution or age has made it possible for consumers and users to interfere in the conceptualization, design, production and sales processes of firms. Consumers and users can express their needs in more direct way to producing firms, they have access to the way products and services are made, and last but not least, have access to information on competing products and services that even producers don’t know about. Consumers have become more knowledgeable and are therefore capable of designing and producing their own products and services. The success of innovations or new product and service development is highly dependent on whether they take in consideration the needs and demands of potential users and consumers. In other words, a market orientation is essential for the success of an innovation. Firms would therefore welcome the idea of consumers and users expressing their demands and probably appreciate consumers who want to participate in the new product or service development, because they would have immediate feedback on the potential success of the innovation. Question is, however, how to achieve this and how to successfully co-create with customers in the innovation process. This design research addresses customer co-creation in innovations for product and service industries. It addresses how firms should successfully activate customers or users and what process they should follow, i.e. the kind of customers or users to involve, the tools and techniques to apply, and procedures to be followed. It develops the appropriate interventions for this in a Customer Co-Creation in Innovations (3CI) - Protocol. The nature of this research is prescriptive, based on the Design Science principles, aiming to design a solution for firms that are interested in the co-creation role that customers can play in their organizations regarding innovations. The research results in a protocol which organizations that want to co-create with customers in their innovation process, can use or apply, to effectively co-create with these customers. Effectively in this sense means that the customer input will be of added value to the innovation, resulting in the outcome that the organization succeeds in bringing the innovation into the market or in use. This doesn’t necessarily mean that the innovation will be a commercial success, because this success depends on more and other factors than just customer co-creation. But, in this context customer co-creation gives the organization the necessary confirmation that the innovation fits needs and demands in the market, and thus leads to a higher adaptation than one should expect when not co-creating with customers. There is an abundance of literature that argue the benefits of involving customers in the innovation process, while other address the issue of which customers to involve, so, the research focuses itself on best practices, experiments, and such to develop this protocol. This has been accomplished by studying the diverse modes or appearances of customer involvement in product or service development, such as market research, empathic design, user-centered design, co-design, mass customization, user innovation, open source software development, user generated content, crowdsourcing, and customer co-creation. Although there is a lot of overlap and similarities among these modes of involvement, there are also many differences, indicating that customer co-creation in innovations is contingent on many factors and aspects. To reduce the confusion, a construct of customer co-creation in innovations has been developed, which has been defined as the process where product manufacturers and/or service providers actively engage with their end users or customers in (parts or phases of) innovation projects to jointly perform innovation activities and co-create value, with the aim of increasing effectiveness and efficiency of the innovation process. Effectiveness refers to (1) the result of meeting users’ and customers’ needs and demands in a better way; and (2) increasing customer loyalty. Efficiency refers to (1) the reduction of research and development costs; and (2) the reduction of development time. And to analyze differences and similarities so that the appropriate design propositions can stated, a 3CI framework was developed, covering the following topics: (1) how to determine whether a firm can co-create with its customers in innovations, which are the so called context conditions; (2) how to identify, select, and motivate potential customers to participate in customer-open innovations; (3) how to engage and involve these customers in the innovation process in an effective and efficient way, the process, procedures and methods one can follow, the tools one can use to accomplish this. With this framework the practice of customer co-creation was analyzed by means of five case studies, in which two of them, the author was an actor in designing and executing the process of co-creation. The cases, selected for their diversity, reveal the opportunities and challenges of customer-inclusive innovation. Customer involvement was at least a partial success in all cases. At the same time, it was never a ‘silver bullet’ to permanently transform the way the company worked. 3CI seems to be capable to support both incidental and repeating innovation initiatives of a firm. Another observation is that, whether a B2B or B2C type of firm, a manufacturer or service provider, small or large firms, all seem to be capable of and suited for 3CI. Common in all cases, however, is that the organization’s offerings and markets should be heterogeneous, thereby containing opportunities to either develop line extensions or really novel (radical) offerings. The technology base of the organization, however, does not seem to be a prerequisite. Another theme cutting across the cases is the nature of an ‘innovation community’, where users test, experiment with and modify or enhance existing prototypes and products, paving the roadway to innovation. As for the relationship between innovation type and type of customer, the cases undoubtedly demonstrate that ‘ordinary’ users can provide useful input to develop radical or novel innovations. The cases also demonstrate that nearly all innovation activities can be conducted by co-creating with customers, including needs assessment, ideation, the screening of ideas or concepts, concept testing, design and development, the commercialization of the innovation and even the re-innovation or use stage. So, although one could get the idea of 3CI being of particular interest in the front end of an innovation stage, we see that in all later stages 3CI can be beneficial as well. Typical across all cases is also the contingency of the channel of involvement (online versus face-to-face) with the amount of customers involved, which we have typed as the degree of openness. The more people are involved, the more open (no secrecy) the co-creation is and the more the involvement is obtained through the online channel, either with communities or on an open call. Conversely, the less participants, the more secrecy is needed and the sooner the physical presence or offline participation seems to be imminent in participation. Finally, regarding the use of tools it can be concluded that sophisticated methods for customer co-creation are a complement rather than the sole source of user information. More important seems to be the occurrence of a dialogue between firm and participating customers, implying that the quality of the interaction depends on mutual trust, appreciation, commitment and equality. Tools that support this dialogue, such as the ZMET¿, OBR, or similar techniques, seem to be important to assure effective and efficient contribution from customers. Subsequently, the design process was conducted, first by defining 16 design requirements for the protocol – subdivided in functional and use requirements, and design restrictions and boundary conditions – followed by the development of the design propositions. A grand total of 28 design propositions have been identified, regarding the context of 3CI (10 propositions), the customer requirements (10 propositions) and process (8 propositions). The context propositions reflected the context decisions to be made, i.e. the appropriate strategy, the suitability of the firm’s market, the initiator for the co-creation (firm or customer), and the type of innovation (incremental vs. radical, open vs. closed mode). Wherever appropriate we have also reviewed the appropriate methods, tools and techniques for the best implementation of the interventions. These are the first decisions the firm has to make when undertaking the 3CI Journey. Only when these decisions are made a next step, i.e. determining which customer requirements are appropriate, can be made. It has been argued that any organization can co-create with its customers in innovations, provided that they adopt and maintain a market oriented strategy, along with the necessary tools, space, freedom and transparency for customers to participate. Customer co-creation leads to at least effective incremental innovations, but when the organization applies Customer Knowledge Methods it increases the chance for an effective radical innovation. If secrecy is required, a closed mode approach of co-creation can be followed, entailing that a minimum amount and diversity of external participants are involved, provided that there is a clear scope of innovation objectives and the market it is intended for. Finally, organizations can either rely on customer-initiated ideas or initiate an innovation itself. In the first approach the organization is recommended to create and maintain a customer community, which can be observed and interacted with to elicit the customers’ ideas. The 10 customer design propositions deal with the type of customers to co-create with in innovations and the available interventions to engage with and maintain involvement from the selected participants. We have argued that all (potential) customers are eligible to participate, as long as they have a certain use experience with the product, service or category of innovation. Only in the case of a radical innovation, the company can choose to add some lead users in order to increase the chance of generating really novel ideas or concepts. To find these lead users, the company can make an appeal on the customer community, since lead users are usually known in communities. In order to benefit in the best way from the participating ordinary and lead users, the company should select them on the basis of their willingness to participate. On top of that, participants should be trained or educated in the tools, techniques and methods that are applied during their involvement. To prevent a decrease of intrinsic motivation with participants, companies have to be very prudent with the promise and administering of financial rewards. Rewards can be given, but preferably unexpected and contingent on task complexity and performance demonstrated by the participant. Depending on the channel of involvement, a minimum of 15 to an undetermined maximum of participants is possible, provided that the company reserves sufficient resources to handle the amount of participants. To our initial 20 design propositions we have added an additional 8 design propositions regarding the process of co-creation. We have seen that all innovation stages are suited to co-create with customers. For the appropriate activities in which these customers can contribute we have developed a table depicting activities and contributions per innovation stage. Co-creation can take place in one, more or all stages; to receive the most benefit, customers should be involved as early as possible in the innovation process. To prevent loss of attention, de-motivation and premature abandonment, we have proposed to change participants with ongoing activities; relying on the same customers in all stages can result in ‘myopic’ results. Both online and offline co-creation are possible, depending on openness, amount of participants and available resources. If participation is online, we recommend applying crowdsourcing methods and techniques, preferably within the customer community. To support an effective communication, we finally proposed to use metaphor or analogy based ‘language’ and to treat the participants as if they were team members. Through scrutinizing and analyzing the 28 design propositions in relation to one another and some pre-defined design requirements, we have identified four main routes – metaphorically named the dreamcatcher, contest, touchstone and employment route – that a company can follow when aiming to co-create with customers in the innovation process. The dreamcatcher route appeals on a user community – existing or yet to be created, preferably online, but with a physical possibility – where existing products, services or platforms are used, reviewed and discussed by customers. The company observes and participates in this discussion through a dialogue, possibly also moderating the community. Opportunities are identified by the company and translated into innovation projects by the company, in which customers again can participate. In the contest route the company can pose users with a specific question or request, a challenge, for which they are expected to think of a solution, of which typically one, or a limited amount of solutions are eligible. The intention is to specifically involve the customer in the front end of the innovation, because the company does not know or is not aware yet of customer needs and wants, or the intended product or service requirements. Customer input is then required in the first stage (Conception), but is not necessary excluded in later stages, where customers can test prototypes, assist in the commercialization and the re-innovation. In the touchstone route the company can decide to co-create with customers in any, arbitrary stage or activity of the innovation process, a sort of a one off. In such a case, the company usually has already identified the opportunities, the innovation project and its goals. Customer co-creation is opportune to verify assumptions, fill in details, and provide additional, not thought of product or service requirements. Of course it is possible to co-create with the customer in more than one activity, but this approach is seen as discrete co-creation activities to support just that particular and specific stage, in which the co-creation is required, usually in the implementation stage and thereafter. Finally, in the employment route the company can integrate one or more (limited amount of) customers in the innovation project, e.g. by temporarily employing them. This approach is of particular interest in idea generation, design and development activities, i.e. the Conception and Implementation stage, but later stages aren’t excluded. We can see this approach applied in customized projects, where it is the intention to create something for a specific set of customers or segment. This can be on request by the customer or because the company has discovered an unfulfilled or unattended set of needs with these customers, e.g. through dreamcatching. To decide which route(s) is or are appropriate we have discussed some premises and considerations – objectives for co-creation, stages and contributions for co-creation, type and openness of innovation – that a company has to assess systematically. Each route was elaborated on, providing preparation steps and do’s and don’ts for an effective and efficient contribution from customers. The four routes are also interrelated and do not exclude one another, but nevertheless provide a company with the optimal approach for 3CI. The 3CI-protocol is therefore a robust, handy guideline for companies to co-create with their customers in innovations. Because of the systematic and rigorous analysis and synthesis of theory and practice, the protocol can be applied in most situations. To test and prove the correctness of this last assertion we validated the design by having it reviewed by some potential users, some experts and some scholars, and to base the conclusion of its validity on the opinions of these reviewers. A total of 25 potential reviewers, both national and international, consisting of product/service developers, co-creation intermediaries, consultants and scholars were approached independently from and ‘blind’ to each other to conduct this review. Ten of them consented in participation; three abandoned the review process prematurely for personal reasons, leaving a total of 7 reviewers that have submitted comments. It was agreed on to enhance the review with a Delphi if responses were very divergent. All reviewers found the protocol useful and helpful for guiding the process of customer co-creation. Comments or critique referred mainly to the readability of the protocol, with the remark that users might lose attention because of the academic reasoning. Some of them provided useful additions to the protocol in order to enhance the readability. Also, suggestions were made to promote the protocol to practice, for instance by publishing it via a community and a management book. The comments did not contain divergent viewpoints on the subject, the design and its content, so the Delphi was left out. Based on these comments and suggestions by the reviewers, we have redesigned the protocol into the 3CI Protocol version 1.0, which can be published as a separate document, detached from this thesis, which all potential users can get hold of and apply without having to acquire a copy of the thesis. We propose to use this protocol to further validate it in practice and giving us feedback on its effectiveness. Our main contribution to research in management and organization has been to develop a comprehensive how-to guideline for practitioners, based on and grounded in a diversity of theory. Therefore, we believe that we have contributed with a design that is applicable in all kind of business and organizational contexts where the interaction with end users is aimed at developing new offerings. However, modesty is also in place, when we observe that this has to be proven, yet. Further research can be aimed at obtaining this proof, while other research could focus on the underlying assumptions, which we named generative mechanisms, of the design

Proceedings of the 9th Conference on Autonomous Robot Systems and Competitions

Welcome to ROBOTICA 2009. This is the 9th edition of the conference on Autonomous Robot Systems and Competitions, the third time with IEEE‐Robotics and Automation Society Technical Co‐Sponsorship. Previous editions were held since 2001 in Guimarães, Aveiro, Porto, Lisboa, Coimbra and Algarve. ROBOTICA 2009 is held on the 7th May, 2009, in Castelo Branco , Portugal. ROBOTICA has received 32 paper submissions, from 10 countries, in South America, Asia and Europe. To evaluate each submission, three reviews by paper were performed by the international program committee. 23 papers were published in the proceedings and presented at the conference. Of these, 14 papers were selected for oral presentation and 9 papers were selected for poster presentation. The global acceptance ratio was 72%. After the conference, eighth papers will be published in the Portuguese journal Robótica, and the best student paper will be published in IEEE Multidisciplinary Engineering Education Magazine. Three prizes will be awarded in the conference for: the best conference paper, the best student paper and the best presentation. The last two, sponsored by the IEEE Education Society ‐ Student Activities Committee. We would like to express our thanks to all participants. First of all to the authors, whose quality work is the essence of this conference. Next, to all the members of the international program committee and reviewers, who helped us with their expertise and valuable time. We would also like to deeply thank the invited speaker, Jean Paul Laumond, LAAS‐CNRS France, for their excellent contribution in the field of humanoid robots. Finally, a word of appreciation for the hard work of the secretariat and volunteers. Our deep gratitude goes to the Scientific Organisations that kindly agreed to sponsor the Conference, and made it come true. We look forward to seeing more results of R&D work on Robotics at ROBOTICA 2010, somewhere in Portugal

HSCI2012: proceedings of the 9th International Conference on Hands-on Science

Including 1st Childrens’ Summit on Hands-on Science & Environmental Education. The core topic of the 9th Hands-on Science Conference are “Science Education, Environment and Society" and "Reconnecting Society with Nature through Hands-on Science”.Livro que reúne os trabalho extensos aceites para publicação nos proceedings da 9th HSCI conferenc

Artech 2008: proceedings of the 4th International Conference on Digital Arts

ARTECH 2008 is the fourth international conference held in Portugal and Galicia on the topic of Digital Arts. It aims to promote contacts between Iberian and International contributors concerned with the conception, production and dissemination of Digital and Electronic Art. ARTECH brings the scientific, technological and artistic community together, promoting the interest in the digital culture and its intersection with art and technology as an important research field, a common space for discussion, an exchange of experiences, a forum for emerging digital artists and a way of understanding and appreciating new forms of cultural expression. Hosted by the Portuguese Catholic University’s School of Arts (UCP-EA) at the City of Porto, ARTCH 2008 falls in alignment with the main commitment of the Research Center for Science and Technology of the Arts (CITAR) to promote knowledge in the field of the Arts trough research and development within UCP-AE and together with the local and international community. The main areas proposed for the conference were related with sound, image, video, music, multimedia and other new media related topics, in the context of emerging practice of artistic creation. Although non exclusive, the main topics of the conference are usually: Art and Science; Audio-Visual and Multimedia Design; Creativity Theory; Electronic Music; Generative and Algorithmic Art; Interactive Systems for Artistic Applications; Media Art history; Mobile Multimedia; Net Art and Digital Culture; New Experiences with New Media and New Applications; Tangible and Gesture Interfaces; Technology in Art Education; Virtual Reality and Augmented Reality. The contribution from the international community was extremely gratifying, resulting in the submission of 79 original works (Long Papers, Short Papers and installation proposals) from 22 Countries. Our Scientific Committee reviewed these submissions thoroughly resulting in a 73% acceptance ratio of a diverse and promising body of work presented in this book of proceedings. This compilation of articles provides an overview of the state of the art as well as a glimpse of new tendencies in the field of Digital Arts, with special emphasis in the topics: Sound and Music Computing; Technology Mediated Dance; Collaborative Art Performance; Digital Narratives; Media Art and Creativity Theory; Interactive Art; Audiovisual and Multimedia Design.info:eu-repo/semantics/publishedVersio

Exploring mixed reality in distributed collaborative learning environments

Society is moving rapidly towards a world, where technology enables people to exist in a blend of physical and virtual realities. In education, this vision involves technologies ranging from smart classrooms to e-learning, creating greater opportunities for distance learners, bringing the potential to change the fundamental nature of universities. However, to date, most online educational platforms have focused on conveying information rather than supporting collaborative physical activities which are common in university science and engineering laboratories. Moreover, even when online laboratory support is considered, such systems tend to be confined to the use of simulations or pre-recorded videos. The lack of support for online collaborative physical laboratory activities, is a serious shortcoming for distance learners and a significant challenge to educators and researchers. In working towards a solution to this challenge, this thesis presents an innovative mixed-reality framework (computational model, conceptual architecture and proof-of-concept implementation) that enables geographically dispersed learners to perform co-creative teamwork using a computer-based prototype comprising hardware and software components. Contributions from this work include a novel distributed computational model for synchronising physical objects and their 3D virtual representations, expanding the dual-reality paradigm from single linked pairs to complex groupings, addressing the challenge of interconnecting geographically dispersed environments; and the creation of a computational paradigm that blends a model of distributed learning objects with a constructionist pedagogical model, to produce a solution for distributed mixed-reality laboratories. By way of evidence to support the research findings, this thesis reports on evaluations performed with students from eight different universities in six countries, namely China, Malaysia, Mexico, UAE, USA and UK; providing an important insight to the role of social interactions in distance learning, and demonstrating that the inclusion of a physical component made a positive difference to students’ learning experience, supporting the use of cross-reality objects in educational activities