4,964 research outputs found
Player agency in interactive narrative: audience, actor & author
The question motivating this review paper is, how can
computer-based interactive narrative be used as a constructivist learn-
ing activity? The paper proposes that player agency can be used to
link interactive narrative to learner agency in constructivist theory,
and to classify approaches to interactive narrative. The traditional
question driving research in interactive narrative is, âhow can an in-
teractive narrative deal with a high degree of player agency, while
maintaining a coherent and well-formed narrative?â This question
derives from an Aristotelian approach to interactive narrative that,
as the question shows, is inherently antagonistic to player agency.
Within this approach, player agency must be restricted and manip-
ulated to maintain the narrative. Two alternative approaches based
on Brechtâs Epic Theatre and Boalâs Theatre of the Oppressed are
reviewed. If a Boalian approach to interactive narrative is taken the
conflict between narrative and player agency dissolves. The question
that emerges from this approach is quite different from the traditional
question above, and presents a more useful approach to applying in-
teractive narrative as a constructivist learning activity
ID.8: Co-Creating Visual Stories with Generative AI
Storytelling is an integral part of human culture and significantly impacts
cognitive and socio-emotional development and connection. Despite the
importance of interactive visual storytelling, the process of creating such
content requires specialized skills and is labor-intensive. This paper
introduces ID.8, an open-source system designed for the co-creation of visual
stories with generative AI. We focus on enabling an inclusive storytelling
experience by simplifying the content creation process and allowing for
customization. Our user evaluation confirms a generally positive user
experience in domains such as enjoyment and exploration, while highlighting
areas for improvement, particularly in immersiveness, alignment, and
partnership between the user and the AI system. Overall, our findings indicate
promising possibilities for empowering people to create visual stories with
generative AI. This work contributes a novel content authoring system, ID.8,
and insights into the challenges and potential of using generative AI for
multimedia content creation
A True AR Authoring Tool for Interactive Virtual Museums
In this work, a new and innovative way of spatial computing that appeared
recently in the bibliography called True Augmented Reality (AR), is employed in
cultural heritage preservation. This innovation could be adapted by the Virtual
Museums of the future to enhance the quality of experience. It emphasises, the
fact that a visitor will not be able to tell, at a first glance, if the
artefact that he/she is looking at is real or not and it is expected to draw
the visitors' interest. True AR is not limited to artefacts but extends even to
buildings or life-sized character simulations of statues. It provides the best
visual quality possible so that the users will not be able to tell the real
objects from the augmented ones. Such applications can be beneficial for future
museums, as with True AR, 3D models of various exhibits, monuments, statues,
characters and buildings can be reconstructed and presented to the visitors in
a realistic and innovative way. We also propose our Virtual Reality Sample
application, a True AR playground featuring basic components and tools for
generating interactive Virtual Museum applications, alongside a 3D
reconstructed character (the priest of Asinou church) facilitating the
storyteller of the augmented experience.Comment: This is a preprint of a chapter for a planned book that was initiated
by "Visual Computing in Cultural Heritage" and that is expected to be
published by Springer. The final book chapter will differ from this preprin
Adaptive intelligent tutoring for teaching modern standard Arabic
A thesis submitted to the University of Bedfordshire, in partial fulfilment of the requirements for the degree of Doctor of PhilosophyThe aim of this PhD thesis is to develop a framework for adaptive intelligent tutoring systems (ITS) in the domain of Modern Standard Arabic language. This framework will comprise of a new approach to using a fuzzy inference mechanism and generic rules in guiding the learning process. In addition, the framework will demonstrate another contribution in which the system can be adapted to be used in the teaching of different languages. A prototype system will be developed to demonstrate these features. This system is targeted at adult English-speaking casual learners with no pre-knowledge of the Arabic language. It will consist of two parts: an ITS for learners to use and a teachersâ tool for configuring and customising the teaching rules and artificial intelligence components among other configuration operations. The system also provides a diverse teaching-strategiesâ environment based on multiple instructional strategies. This approach is based on general rules that provide means to a reconfigurable prediction. The ITS determines the learnerâs learning characteristics using multiple fuzzy inferences. It has a reconfigurable design that can be altered by the teacher at runtime via a teacher-interface. A framework for an independent domain (i.e. pluggable-domain) for foreign language tutoring systems is introduced in this research. This approach allows the system to adapt to the teaching of a different language with little changes required. Such a feature has the advantages of reducing the time and cost required for building intelligent language tutoring systems. To evaluate the proposed system, two experiments are conducted with two versions of the software: the ITS and a cut down version with no artificial intelligence components. The learners used the ITS had shown an increase in scores between the post-test and the pre-test with learning gain of 35% compared to 25% of the learners from the cut down version
Current Research on IMS Learning Design and Lifelong Competence Development Infrastructures
These proceedings consist of the papers presented at the Third TENCompetence Open Workshop which were accepted after peer reviewing. The workshop theme was Current Research on IMS Learning Design and Lifelong Competence Development Infrastructures. The workshop took place at the Universitat Pompeu Fabra, Barcelona, Spain, on the 21st and 22nd of June 2007
Towards a practitioner-centered approach to the design of e-learning competence editors
Girardin, F., Ayman, M., & Josep, B. (2007). Towards a practitioner-centered approach to the design of e-learning competence editors. In T. Navarrete, J. Blat & R. Koper (Eds.), Proceedings of the 3rd TENComptence Open workshop 'Current Research on IMS Learning Design and Lifelong Competence Development Infrastucture' (pp. 99-104). June, 20-21, 2007, Barcelona, Spain: TENCompetence.This article reports on the background research on requirements and current approaches to editors for learning curriculum designers. First we take a critique look at the state of the art in the domain of learning activity editors. We then look back in the information visualization and interaction literature to discuss the design challenged of such tools. From these current theories and applied works we define a set a rules that are crucial for the design of CDP
editors based developed on top of complex e-learning models. Finally, we exemplify the set of design rules with a prototype integrating tightly coupled
map-based and Gantt chart views.The work on this publication has been sponsored by the TENCompetence Integrated Project that is funded by the European Commission's 6th Framework Programme, priority IST/Technology Enhanced Learning. Contract 027087 [http://www.tencompetence.org
Experiences with GRAIL::Learning Design support in .LRN
The IMS-LD specification allow the transcription of almost any pedagogical
model in a "Unit of Learning" (UoL), which is a package where contents
and methodology are combined together in order to be deployed in a compliant
software. Making use of GRAIL as the supporting tool inside the .LRN Learning
Management System, this paper presents two real experiences of use where
IMS-LD has been used to deploy pedagogical models with different levels of
complexity
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