705,433 research outputs found
A SVM bases AI design for interactive gaming
Interactive gaming requires automatic processing on large volume of random data produced by players on spot, such as shooting, football kicking, boxing etc. In this paper, we describe an artificial intelligence approach in processing such random data for interactive gaming by using a one-class support vector machine (OC-SVM). In comparison with existing techniques, our OC-SVM based interactive gaming design has the features of: (i): high speed processing, providing instant response to the players: (i) winner selection and control by one parameter, which can be pre-designed and adjusted according to the game design needs, i.e. level of difficulties: Experiments on numerical simulation support that the proposed design is robust to random noise, accurate in picking up winning data, and convenient for all interactive gaming design
Economic Mobility of the States: Executive Summary
Summarizes key findings about workers' average earnings growth and changes in ranking relative to their peers in each state, based on a comparison of earnings at ages 35-39 and those ten years later. Includes link to interactive map with data table
A COMPARATIVE STUDY BETWEEN ICT LEARNING RESULTS USING INTERACTIVE COMPUTER-ASSISTED LEARNING AND THE ONES USING TEXTBOOKS FOR GRADE VII STUDENTS AT SMP N 4 WATES
This research aims to examine the comparison between interactive
computer assisted-learning and textbook-based learning on the ICT learning
results upon computer software of the grade VII students at SMP N 4 Wates
Kulon Progo.
The research methods employed was quasi-experimental. The research
design selected was non-equivalent control group design. The research was
conducted towards the grade VII students, they were class VIIA (by using
interactive computer assisted-learning) as the experimental class and class VIIB
(by using textbook-based learning) as the control class in which each class
consisted of 32 students, at SMP N 4 Wates Kulon Progo in the semester 2. The
sample collection technique of the research employed purposive sampling. The
data collection of the research used documentations which comprised of the ICT
subject syllabus and the result of the initial condition by using pre-test and the
final condition by using post-test. The trials of the instruments utilized the test of
item validity according to the expert judgement and the reliability test using
Cronbach's Alpha. The data analysis technique to examine the research findings
employed tests for normality and homogeneity as well as T-test using SPSS 17.0
program to analyze the data obtained.
The research finding suggested that interactive computer-assisted learning
was the better media to deliver the learning materials of the ICT subject than
textbooks-based learning in term of studentsâ learning results. This was confirmed
by the post-hypothesis test. Using T-test, the significance value of the posthypothesis
test result was less than the value of α = 0,05, therefore Ho was
rejected and Ha was accepted, meaning that the textbooks based-learning was
different from interactive computer-assisted learning as the media to deliver the
learning materials of ICT subject in term of studentsâ learning results. Based on
the descriptive analysis upon the post-test data, it could be concluded that the
interactive computer-assisted learning was the better media to deliver the learning
materials of the ICT subject than textbooks-based learning in term of studentsâ
learning results on computer software.
Key Words:
Comparison, learning media, interactive computer-assisted learning, textbooks,
learning results
Raising students' awareness of cross-cultural contrastive rhetoric in English writing via an e-learning course
This study investigated the potential impact of e-learning on raising overseas students' cultural awareness and explored the possibility of creating an interactive learning environment for them to improve their English academic writing. The study was based on a comparison of Chinese and English rhetoric in academic writing, including a comparison of Chinese students' writings in Chinese with native English speakers' writings in English and Chinese students' writings in English with the help of an e-course and Chinese students' writings in English without the help of an e-course. Five features of contrastive rhetoric were used as criteria for the comparison. The experimental results show that the group using the e-course was successful in learning about defined aspects of English rhetoric in academic writing, reaching a level of performance that equalled that of native English speakers. Data analysis also revealed that e-learning resources helped students to compare rhetorical styles across cultures and that the interactive learning environment was effective in improving overseas students' English academic writing
Multimedia courseware: Never mind the quality how much will it cost to develop?
This paper evaluates multimedia courseware costing techniques such as the US Airforce Interactive Courseware Method (Golas, 1993), CBT Analyst (Kearsley, 1985), CEAC (Schooley, 1988) and MEEM (Marshall, Samson, Dugard, & Scott, 1994) against the data from ten multimedia courseware developments. The Relative Error and Mean Absolute Relative Error (MARE) are calculated to allow comparison of the different methods
Shape: A 3D Modeling Tool for Astrophysics
We present a flexible interactive 3D morpho-kinematical modeling application
for astrophysics. Compared to other systems, our application reduces the
restrictions on the physical assumptions, data type and amount that is required
for a reconstruction of an object's morphology. It is one of the first publicly
available tools to apply interactive graphics to astrophysical modeling. The
tool allows astrophysicists to provide a-priori knowledge about the object by
interactively defining 3D structural elements. By direct comparison of model
prediction with observational data, model parameters can then be automatically
optimized to fit the observation. The tool has already been successfully used
in a number of astrophysical research projects.Comment: 13 pages, 11 figures, accepted for publication in the "IEEE
Transactions on Visualization and Computer Graphics
Automatic Detection of Outliers in Multibeam Echo Sounding Data
The data volumes produced by new generation multibeam systems are very large, especially for shallow water systems. Results from recent multibeam surveys indicate that the ratio of the field survey time, to the time used in interactive editing through graphical editing tools, is about 1:1. An important reason for the large amount of processing time is that users subjectively decide which soundings are outliers. There is an apparent need for an automated approach for detecting outliers that would reduce the extensive labor and obtain consistent results from the multibeam data cleaning process, independent of the individual that has processed the data. The proposed automated algorithm for cleaning multibeam soundings was tested using the SAX-99 (Destin FL) multibeam survey data [2]. Eight days of survey data (6.9 Gigabyte) were cleaned in 2.5 hours on an SGI platform. A comparison of the automatically cleaned data with the subjective, interactively cleaned data indicates that the proposed method is, if not better, at least equivalent to interactive editing as used on the SAX-99 multibeam data. Furthermore, the ratio of acquisition to processing time is considerably improved since the time required for cleaning the data was decreased from 192 hours to 2.5 hours (an improvement by a factor of 77)
Do You Always Need a Textbook to Teach Astro 101?
The increasing use of interactive learning strategies in Astro 101 classrooms
has led some instructors to consider the usefulness of a textbook in such
classes. These strategies provide students a learning modality very different
from the traditional lecture supplemented by reading a textbook and homework,
and raises the question of whether the learning that takes place during such
interactive activities is enough by itself to teach students what we wish them
to know about astronomy. To address this question, assessment data is presented
from an interactive class, which was first taught with a required textbook, and
then with the textbook being optional. Comparison of test scores before and
after this change shows no statistical difference in student achievement
whether a textbook is required or not. In addition, comparison of test scores
of students who purchased the textbook to those who did not, after the textbook
became optional, also show no statistical difference between the two groups.
The Light and Spectroscopy Concept Inventory (LSCI), a research-validated
assessment tool, was given pre- and post-instruction to three classes that had
a required textbook, and one for which the textbook was optional, and the
results demonstrate that the student learning gains on this central topic were
statistically indistinguishable between the two groups. Finally, the Star
Properties Concept Inventory (SPCI), another research-validated assessment
tool, was administered to a class for which the textbook was optional, and the
class performance was higher than that of a group of classes in a national
study
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