Genisa: A web-based interactive learning environment for teaching simulation modelling

Intelligent Tutoring Systems (ITS) provide students with adaptive instruction and can facilitate the acquisition of problem solving skills in an interactive environment. This paper discusses the role of pedagogical strategies that have been implemented to facilitate the development of simulation modelling knowledge. The learning environment integrates case-based reasoning with interactive tools to guide tutorial remediation. The evaluation of the system shows that the model for pedagogical activities is a useful method for providing efficient simulation modelling instruction

Virtual Environments for Training: From Individual Learning to Collaboration with Humanoids

The next generation of virtual environments for training is oriented towards collaborative aspects. Therefore, we have decided to enhance our platform for virtual training environments, adding collaboration opportunities and integrating humanoids. In this paper we put forward a model of humanoid that suits both virtual humans and representations of real users, according to collaborative training activities. We suggest adaptations to the scenario model of our platform making it possible to write collaborative procedures. We introduce a mechanism of action selection made up of a global repartition and an individual choice. These models are currently being integrated and validated in GVT, a virtual training tool for maintenance of military equipments, developed in collaboration with the French company NEXTER-Group

A taxonomy for interactive educational multimedia

Learning is more than knowledge acquisition; it often involves the active participation of the learner in a variety of knowledge- and skills-based learning and training activities. Interactive multimedia technology can support the variety of interaction channels and languages required to facilitate interactive learning and teaching. We will present a taxonomy for interactive educational multimedia that supports the classification, description and development of such systems. Such a taxonomy needs to embed multimedia technology into a coherent educational context. A conceptual framework based on an integrated interaction model is needed to capture learning and training activities in an online setting from an educational perspective, describe them in the human-computer context, and integrate them with mechanisms and principles of multimedia interaction

Bringing tabletop technologies to kindergarten children

Taking computer technology away from the desktop and into a more physical, manipulative space, is known that provide many benefits and is generally considered to result in a system that is easier to learn and more natural to use. This paper describes a design solution that allows kindergarten children to take the benefits of the new pedagogical possibilities that tangible interaction and tabletop technologies offer for manipulative learning. After analysis of children's cognitive and psychomotor skills, we have designed and tuned a prototype game that is suitable for children aged 3 to 4 years old. Our prototype uniquely combines low cost tangible interaction and tabletop technology with tutored learning. The design has been based on the observation of children using the technology, letting them freely play with the application during three play sessions. These observational sessions informed the design decisions for the game whilst also confirming the children's enjoyment of the prototype

A conceptual framework for interactive virtual storytelling

This paper presents a framework of an interactive storytelling system. It can integrate five components: management centre, evaluation centre, intelligent virtual agent, intelligent virtual environment, and users, making possible interactive solutions where the communication among these components is conducted in a rational and intelligent way. Environment plays an important role in providing heuristic information for agents through communicating with the management centre. The main idea is based on the principle of heuristic guiding of the behaviour of intelligent agents for guaranteeing the unexpectedness and consistent themes

Touch Screen Avatar English Learning System For University Students Learning Simplicity

This paper discusses on touch screen avatar for an English language learning application system. The system would be a combination of avatar as Animated Pedagogical Agent (APA) and a touch screen application that adapt the up to date gesture-based computing which is found as having potential to change the way how we learn as it could reduce the amount of Information Communication Technology (ICT) devices used during teaching and learning process. The key here is interaction between university students and touch screen avatar intelligent application system as well as learning resources that could be learned anytime anywhere twenty four hours in seven days 24/7 based on their study time preference where they could learn at their own comfort out of the tradition. The students would be provided with a learning tool that could help them learn interactively with the current trend which they might be interested with based on their own personalization. Apart from that, their performance shall be monitored from a distance and evaluated to avoid disturbing their learning process from working smoothly and getting rid of feeling of being controlled. Thus, the students are expected to have lower affective filter level that may enhance the way they learn unconsciously. Keywords: Gesture-Based Computing, Avatar, Portable Learning Tool, Interactivity, Language Learnin

The use of animated agents in e‐learning environments: an exploratory, interpretive case study

There is increasing interest in the use of animated agents in e‐learning environments. However, empirical investigations of their use in online education are limited. Our aim is to provide an empirically based framework for the development and evaluation of animated agents in e‐learning environments. Findings suggest a number of challenges, including the multiple dialogue models that animated agents will need to accommodate, the diverse range of roles that pedagogical animated agents can usefully support, the dichotomous relationship that emerges between these roles and that of the lecturer, and student perception of the degree of autonomy that can be afforded to animated agents

Serious Games in Cultural Heritage

Although the widespread use of gaming for leisure purposes has been well documented, the use of games to support cultural heritage purposes, such as historical teaching and learning, or for enhancing museum visits, has been less well considered. The state-of-the-art in serious game technology is identical to that of the state-of-the-art in entertainment games technology. As a result the field of serious heritage games concerns itself with recent advances in computer games, real-time computer graphics, virtual and augmented reality and artificial intelligence. On the other hand, the main strengths of serious gaming applications may be generalised as being in the areas of communication, visual expression of information, collaboration mechanisms, interactivity and entertainment. In this report, we will focus on the state-of-the-art with respect to the theories, methods and technologies used in serious heritage games. We provide an overview of existing literature of relevance to the domain, discuss the strengths and weaknesses of the described methods and point out unsolved problems and challenges. In addition, several case studies illustrating the application of methods and technologies used in cultural heritage are presented