Implementation of DNA Pattern Recognition in Turing Machines

Pattern recognition is the act of takingin raw data and taking an action based on thecategory of the pattern. DNA pattern recognitionhas applications in almost any field. It hasapplications in forensics, genetic engineering, bioinformatics, DNA nanotechnology, history and soon. The size of the DNA molecules can be verylarge that it is a tedious task to perform patternrecognition for the same using commontechniques. Hence this paper describes the patternrecognition for DNA molecules using the conceptof Turing Machines. It also performs a simulationof the standard Turing Machine that performsDNA pattern recognition on the Universal TuringMachine

Tutor-Complete: An Educational Game and Intelligent Tutoring System for Languages and Automata

Educational games and Intelligent Tutoring Systems have been shown to improve student learning outcomes by increasing engagement and providing individualized instruction. However, while introductory programming students frequently benefit from such systems, students in upper-level theoretical courses such as CS 235 (Languages and Automata) have dense textbooks and dry mathematical readings as their primary or only resources. Tutor-Complete aims to fill this gap by presenting two fundamental CS 235 concepts in a game environment. In the first activity, students construct Deterministic Finite-State Automata in order to guide their character across a landscape. In the second activity, students build proofs using the pumping lemma to defeat the “villain” character. Tutor-Complete also fosters a peer-learning environment by encouraging students to explain concepts to each other and providing hints based on past student work. Finally, Tutor-Complete uses Bayesian Knowledge Tracing to model students’ knowledge and tailor the learning experience accordingly

La máquina virtual MiniMe: una herramienta visual para facilitar el aprendizaje de la generación de código objeto

MiniMe es una herramienta visual diseñada para ayudar a los estudiantes de cursos de construcción de compiladores a comprender tópicos relacionados con la fase de generación de código objeto, y a facilitarles su desarrollo. En un entorno gráfico e interactivo, la máquina virtual emula hardware sencillo y ejecuta programas codificados en un lenguaje simple y reducido que puede configurarse para emular diferentes máquinas. En cada momento, MiniMe visualiza el estado de distintos componentes y, junto a la instrucción que se ejecuta, resalta la sentencia del programa de alto nivel que la originó. Fue utilizada en un curso de construcción de compiladores, con gran aceptación por parte de los alumnos, quienes lograron familiarizarse rápidamente con la herramienta y su lenguaje.Eje: III - Workshop de tecnología informática aplicada en educaciónRed de Universidades con Carreras en Informática (RedUNCI

La máquina virtual MiniMe: una herramienta visual para facilitar el aprendizaje de la generación de código objeto

MiniMe es una herramienta visual diseñada para ayudar a los estudiantes de cursos de construcción de compiladores a comprender tópicos relacionados con la fase de generación de código objeto, y a facilitarles su desarrollo. En un entorno gráfico e interactivo, la máquina virtual emula hardware sencillo y ejecuta programas codificados en un lenguaje simple y reducido que puede configurarse para emular diferentes máquinas. En cada momento, MiniMe visualiza el estado de distintos componentes y, junto a la instrucción que se ejecuta, resalta la sentencia del programa de alto nivel que la originó. Fue utilizada en un curso de construcción de compiladores, con gran aceptación por parte de los alumnos, quienes lograron familiarizarse rápidamente con la herramienta y su lenguaje.Eje: III - Workshop de tecnología informática aplicada en educaciónRed de Universidades con Carreras en Informática (RedUNCI

An approach to develop intelligent learning environments by means of immersive virtual worlds

Merging Immersive Virtual Environments, Natural Language Processing and Artificial Intelligence techniques provides a number of advantages to develop Intelligent Environments for multiple applications. This paper is focused on the application of these technologies to develop intelligent learning environments. Education is one of the most interesting applications of immersive virtual environments, as their flexibility can be exploited in order to create heterogeneous groups from all over the world who can collaborate synchronously in different virtual spaces. We highlight the potential of virtual worlds as an educative tool and propose a model to create learning environments within Second Life or OpenSimulator combining the Moodle learning management system, embodied conversational metabots, and programmable 3D objects. Our proposal has been applied in several subjects of the Computer Science degree in the Carlos III University of Madrid. The results of the evaluation show that developed learning environment fosters engagement and collaboration and helps students to better understand complex concepts.This work was supported in part by Projects MINECO TEC2012-37832-C02-01, CICYT TEC2011-28626-C02-02, CAM CONTEXTS (S2009/TIC-1485).Publicad

An approach to develop intelligent learning environments by means of immersive virtual worlds

Merging Immersive Virtual Environments, Natural Language Processing and Artificial Intelligence techniques provides a number of advantages to develop Intelligent Environments for multiple applications. This paper is focused on the application of these technologies to develop intelligent learning environments. Education is one of the most interesting applications of immersive virtual environments, as their flexibility can be exploited in order to create heterogeneous groups from all over the world who can collaborate synchronously in different virtual spaces. We highlight the potential of virtual worlds as an educative tool and propose a model to create learning environments within Second Life or OpenSimulator combining the Moodle learning management system, embodied conversational metabots, and programmable 3D objects. Our proposal has been applied in several subjects of the Computer Science degree in the Carlos III University of Madrid. The results of the evaluation show that developed learning environment fosters engagement and collaboration and helps students to better understand complex concepts.Spanish Government TEC2012-37832-C02-01Consejo Interinstitucional de Ciencia y Tecnologia (CICYT) TEC2011-28626-C02-02Project CAM CONTEXTS S2009/TIC-148

Incorporating android conversational agents in m-learning apps

Smart Mobile Devices Have Fostered New Learning Scenarios That Demand Sophisticated Interfaces. Multimodal Conversational Agents Have Became A Strong Alternative To Develop Human-Machine Interfaces That Provide A More Engaging And Human-Like Relationship Between Students And The System. The Main Developers Of Operating Systems For Such Devices Have Provided Application Programming Interfaces For Developers To Implement Their Own Applications, Including Different Solutions For Developing Graphical Interfaces, Sensor Control And Voice Interaction. Despite The Usefulness Of Such Resources, There Are No Strategies Defined For Coupling The Multimodal Interface With The Possibilities That These Devices Offer To Enhance Mobile Educative Apps With Intelligent Communicative Capabilities And Adaptation To The User Needs. In This Paper, We Present A Practical M-Learning Application That Integrates Features Of Android Application Programming Interfaces On A Modular Architecture That Emphasizes Interaction Management And Context-Awareness To Foster User-Adaptively, Robustness And Maintainability.This work was supported in part by Projects MINECO TEC2012-37832-C02-01, CICYT TEC2011-28626-C02-02, CAM CONTEXTS (S2009/TIC-1485