34,964 research outputs found
Towards a theory of augmented place
This short paper is aimed at inspiring dialogue and debate around the theoretical perspectives underpinning research into learning in technology-enhanced augmented places, and the engagement by such learners with blended environments/spaces. The author argues that current theories do not fully model or explain our interactions with technology-enhanced physical environments and that a new theory that combines aspects of these may be required in order to fully understand the way in which we move, interact and learn within such surroundings
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Education in the Wild: Contextual and Location-Based Mobile Learning in Action. A Report from the STELLAR Alpine Rendez-Vous Workshop Series
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Introduction to location-based mobile learning
[About the book]
The report follows on from a 2-day workshop funded by the STELLAR Network of Excellence as part of their 2009 Alpine Rendez-Vous workshop series and is edited by Elizabeth Brown with a foreword from Mike Sharples. Contributors have provided examples of innovative and exciting research projects and practical applications for mobile learning in a location-sensitive setting, including the sharing of good practice and the key findings that have resulted from this work. There is also a debate about whether location-based and contextual learning results in shallower learning strategies and a section detailing the future challenges for location-based learning
Adaptive User Perspective Rendering for Handheld Augmented Reality
Handheld Augmented Reality commonly implements some variant of magic lens
rendering, which turns only a fraction of the user's real environment into AR
while the rest of the environment remains unaffected. Since handheld AR devices
are commonly equipped with video see-through capabilities, AR magic lens
applications often suffer from spatial distortions, because the AR environment
is presented from the perspective of the camera of the mobile device. Recent
approaches counteract this distortion based on estimations of the user's head
position, rendering the scene from the user's perspective. To this end,
approaches usually apply face-tracking algorithms on the front camera of the
mobile device. However, this demands high computational resources and therefore
commonly affects the performance of the application beyond the already high
computational load of AR applications. In this paper, we present a method to
reduce the computational demands for user perspective rendering by applying
lightweight optical flow tracking and an estimation of the user's motion before
head tracking is started. We demonstrate the suitability of our approach for
computationally limited mobile devices and we compare it to device perspective
rendering, to head tracked user perspective rendering, as well as to fixed
point of view user perspective rendering
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Augmenting the field experience: a student-led comparison of techniques and technologies
In this study we report on our experiences of creating and running a student fieldtrip exercise which allowed students to compare a range of approaches to the design of technologies for augmenting landscape scenes. The main study site is around Keswick in the English Lake District, Cumbria, UK, an attractive upland environment popular with tourists and walkers. The aim of the exercise for the students was to assess the effectiveness of various forms of geographic information in augmenting real landscape scenes, as mediated through a range of techniques and technologies. These techniques were: computer-generated acetate overlays showing annotated wireframe views from certain key points; a custom-designed application running on a PDA; a mediascape running on the mScape software on a GPS-enabled mobile phone; Google Earth on a tablet PC; and a head-mounted in-field Virtual Reality system. Each group of students had all five techniques available to them, and were tasked with comparing them in the context of creating a visitor guide to the area centred on the field centre. Here we summarise their findings and reflect upon some of the broader research questions emerging from the project
Narrative approaches to design multi-screen augmented reality experiences
This paper explores how traditional narrative language used in film and theatre can be adapted to create interactivity and a greater sense of presence in the virtual heritage environment. It focuses on the fundamental principles of narrative required to create immersion and presence and investigates methods of embedding intangible social histories into these environments. These issues are explored in a case study of Greens Mill in the 1830’s, interweaving the story of the reform bill riots in Nottingham with the life of George Green, mathematician and proprietor of the Mill
Proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET 2013)
"This book contains the proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET) 2013 which was held on 16.-17.September 2013 in Paphos (Cyprus) in conjunction with the EC-TEL conference. The workshop and hence the proceedings are divided in two parts: on Day 1 the EuroPLOT project and its results are introduced, with papers about the specific case studies and their evaluation. On Day 2, peer-reviewed papers are presented which address specific topics and issues going beyond the EuroPLOT scope. This workshop is one of the deliverables (D 2.6) of the EuroPLOT project, which has been funded from November 2010 – October 2013 by the Education, Audiovisual and Culture Executive Agency (EACEA) of the European Commission through the Lifelong Learning Programme (LLL) by grant #511633. The purpose of this project was to develop and evaluate Persuasive Learning Objects and Technologies (PLOTS), based on ideas of BJ Fogg. The purpose of this workshop is to summarize the findings obtained during this project and disseminate them to an interested audience. Furthermore, it shall foster discussions about the future of persuasive technology and design in the context of learning, education and teaching. The international community working in this area of research is relatively small. Nevertheless, we have received a number of high-quality submissions which went through a peer-review process before being selected for presentation and publication. We hope that the information found in this book is useful to the reader and that more interest in this novel approach of persuasive design for teaching/education/learning is stimulated. We are very grateful to the organisers of EC-TEL 2013 for allowing to host IWEPLET 2013 within their organisational facilities which helped us a lot in preparing this event. I am also very grateful to everyone in the EuroPLOT team for collaborating so effectively in these three years towards creating excellent outputs, and for being such a nice group with a very positive spirit also beyond work. And finally I would like to thank the EACEA for providing the financial resources for the EuroPLOT project and for being very helpful when needed. This funding made it possible to organise the IWEPLET workshop without charging a fee from the participants.
InfoInternet for Education in the Global South: A Study of Applications Enabled by Free Information-only Internet Access in Technologically Disadvantaged Areas (authors' version)
This paper summarises our work on studying educational applications enabled
by the introduction of a new information layer called InfoInternet. This is an
initiative to facilitate affordable access to internet based information in
communities with network scarcity or economic problems from the Global South.
InfoInternet develops both networking solutions as well as business and social
models, together with actors like mobile operators and government
organisations. In this paper we identify and describe characteristics of
educational applications, their specific users, and learning environment. We
are interested in applications that make the adoption of Internet faster,
cheaper, and wider in such communities. When developing new applications (or
adopting existing ones) for such constrained environments, this work acts as
initial guidelines prior to field studies.Comment: 16 pages, 1 figure, under review for a journal since March 201
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