38,263 research outputs found

    Emotions in context: examining pervasive affective sensing systems, applications, and analyses

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    Pervasive sensing has opened up new opportunities for measuring our feelings and understanding our behavior by monitoring our affective states while mobile. This review paper surveys pervasive affect sensing by examining and considering three major elements of affective pervasive systems, namely; “sensing”, “analysis”, and “application”. Sensing investigates the different sensing modalities that are used in existing real-time affective applications, Analysis explores different approaches to emotion recognition and visualization based on different types of collected data, and Application investigates different leading areas of affective applications. For each of the three aspects, the paper includes an extensive survey of the literature and finally outlines some of challenges and future research opportunities of affective sensing in the context of pervasive computing

    The development of a rich multimedia training environment for crisis management: using emotional affect to enhance learning

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    PANDORA is an EU FP7-funded project developing a novel training and learning environment for Gold Commanders, individuals who carry executive responsibility for the services and facilities identified as strategically critical e.g. Police, Fire, in crisis management strategic planning situations. A key part of the work for this project is considering the emotional and behavioural state of the trainees, and the creation of more realistic, and thereby stressful, representations of multimedia information to impact on the decision-making of those trainees. Existing training models are predominantly paper-based, table-top exercises, which require an exercise of imagination on the part of the trainees to consider not only the various aspects of a crisis situation but also the impacts of interventions, and remediating actions in the event of the failure of an intervention. However, existing computing models and tools are focused on supporting tactical and operational activities in crisis management, not strategic. Therefore, the PANDORA system will provide a rich multimedia information environment, to provide trainees with the detailed information they require to develop strategic plans to deal with a crisis scenario, and will then provide information on the impacts of the implementation of those plans and provide the opportunity for the trainees to revise and remediate those plans. Since this activity is invariably multi-agency, the training environment must support group-based strategic planning activities and trainees will occupy specific roles within the crisis scenario. The system will also provide a range of non-playing characters (NPC) representing domain experts, high-level controllers (e.g. politicians, ministers), low-level controllers (tactical and operational commanders), and missing trainee roles, to ensure a fully populated scenario can be realised in each instantiation. Within the environment, the emotional and behavioural state of the trainees will be monitored, and interventions, in the form of environmental information controls and mechanisms impacting on the stress levels and decisionmaking capabilities of the trainees, will be used to personalise the training environment. This approach enables a richer and more realistic representation of the crisis scenario to be enacted, leading to better strategic plans and providing trainees with structured feedback on their performance under stress

    Learning and Games

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    Part of the Volume on the Ecology of Games: Connecting Youth, Games, and Learning In this chapter, I argue that good video games recruit good learning and that a game's design is inherently connected to designing good learning for players. I start with a perspective on learning now common in the Learning Sciences that argues that people primarily think and learn through experiences they have had, not through abstract calculations and generalizations. People store these experiences in memory -- and human long-term memory is now viewed as nearly limitless -- and use them to run simulations in their minds to prepare for problem solving in new situations. These simulations help them to form hypotheses about how to proceed in the new situation based on past experiences. The chapter also discusses the conditions experience must meet if it is to be optimal for learning and shows how good video games can deliver such optimal learning experiences. Some of the issues covered include: identity and learning; models and model-based thinking; the control of avatars and "empathy for a complex system"; distributed intelligence and cross-functional teams for learning; motivation, and ownership; emotion in learning; and situated meaning, that is, the ways in which games represent verbal meaning through images, actions, and dialogue, not just other words and definitions

    Mapping the unseen: making sense of the subjective image.

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    It used to be thought that photography, as a kind of automatic mapping, could provide an objective view of the world. Now we are aware of the power of framing and other interventions between what is 'out there' and what is captured in depiction. Perhaps even perception, let alone depiction, shares this subjectivity? The Sapir-Whorf hypothesis holds that different cultures actually see the world in different ways, as evidenced and influenced by concepts in their languages – though this idea has been derided, for example by Pinker. A key difficulty is that the word subjectivity is bandied about without care for its different meanings and without distinguishing the many forms it takes in the graphic image. If into this muddle we introduce the idea of interactivity, still greater confusion easily follows. The chapter brings some order to different kinds and levels of subjectivity by documenting how they are reflected in forms of graphical mapping. In the process, it becomes clear how significant is the change in media technologies from those bound by the conventional rectangles of the page and screen to media which are interactive, pervasive, multimodal, physical and social

    Microscope and spectacle : on the complexities of using new visual technologies to communicate about wildlife conservation

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    Acknowledgments We thank our interviewees for granting us access to data and permission to use images; dot.rural Digital Economy Hub, the University of Aberdeen, and the James Hutton Institute for funding and support; Gina Maffey, Tony James, Katrina Myrvang Brown, and two anonymous reviewers for their comments on earlier versions of the manuscript; and JP Vargheese for technical assistance.Peer reviewedPublisher PD
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