Reading a story. Different degrees of learning in different learning environments

he learning environment in which material is acquired may produce differences in delayed recall and in the elements that individuals focus on. These differences may appear even during development. In the present study, we compared three different learning environments in 450 normally developing 7-year-old children subdivided into three groups according to the type of learning environment. Specifically, children were asked to learn the same material shown in three different learning environments: reading illustrated books (TB); interacting with the same text displayed on a PC monitor and enriched with interactive activities (PC-IA); reading the same text on a PC monitor but not enriched with interactive narratives (PC-NoIA). Our results demonstrated that TB and PC-NoIA elicited better verbal memory recall. In contrast, PC-IA and PCNoIA produced higher scores for visuo-spatial memory, enhancing memory for spatial relations, positions and colors with respect to TB. Interestingly, only TB seemed to produce a deeper comprehension of the story's moral. Our results indicated that PC-IA offered a different type of learning that favored visual details. In this sense, interactive activities demonstrate certain limitations, probably due to information overabundance, emotional mobilization, emphasis on images and effort exerted in interactive activities. Thus, interactive activities, although entertaining, act as disruptive elements which interfere with verbal memory and deep moral comprehensio

A proposed framework of an interactive semi-virtual environment for enhanced education of children with autism spectrum disorders

Education of people with special needs has recently been considered as a key element in the field of medical education. Recent development in the area of information and communication technologies may enable development of collaborative interactive environments which facilitate early stage education and provide specialists with robust tools indicating the person's autism spectrum disorder level. Towards the goal of establishing an enhanced learning environment for children with autism this paper attempts to provide a framework of a semi-controlled real-world environment used for the daily education of an autistic person according to the scenarios selected by the specialists. The proposed framework employs both real-world objects and virtual environments equipped with humanoids able to provide emotional feedback and to demonstrate empathy. Potential examples and usage scenarios for such environments are also described

HoME: a Household Multimodal Environment

We introduce HoME: a Household Multimodal Environment for artificial agents to learn from vision, audio, semantics, physics, and interaction with objects and other agents, all within a realistic context. HoME integrates over 45,000 diverse 3D house layouts based on the SUNCG dataset, a scale which may facilitate learning, generalization, and transfer. HoME is an open-source, OpenAI Gym-compatible platform extensible to tasks in reinforcement learning, language grounding, sound-based navigation, robotics, multi-agent learning, and more. We hope HoME better enables artificial agents to learn as humans do: in an interactive, multimodal, and richly contextualized setting.Comment: Presented at NIPS 2017's Visually-Grounded Interaction and Language Worksho

Developing serious games for cultural heritage: a state-of-the-art review

Although the widespread use of gaming for leisure purposes has been well documented, the use of games to support cultural heritage purposes, such as historical teaching and learning, or for enhancing museum visits, has been less well considered. The state-of-the-art in serious game technology is identical to that of the state-of-the-art in entertainment games technology. As a result, the field of serious heritage games concerns itself with recent advances in computer games, real-time computer graphics, virtual and augmented reality and artificial intelligence. On the other hand, the main strengths of serious gaming applications may be generalised as being in the areas of communication, visual expression of information, collaboration mechanisms, interactivity and entertainment. In this report, we will focus on the state-of-the-art with respect to the theories, methods and technologies used in serious heritage games. We provide an overview of existing literature of relevance to the domain, discuss the strengths and weaknesses of the described methods and point out unsolved problems and challenges. In addition, several case studies illustrating the application of methods and technologies used in cultural heritage are presented

Computer‐based learning in psychology using interactive laboratories

Traditional approaches to computer‐based learning often focus on the delivery of information. Such applications usually provide large stores of information which can be accessed in a wide variety of ways. Typical access facilities provided within such applications include Boolean search engines and hypermedia (non‐linear) browsing. These types of approach often centre on providing human‐computer dialogues which are relatively low on interaction. The interactive‐laboratory approach, however, aims to limit the quantity of information presented, and instead to provide a highly interactive learning environment. In the field of psychology, users are able interactively to design and deliver a broad range of psychological experiments. This paper details the approach, and describes how it can be used to teach psychology within a university environment. The way in which its effectiveness as a learning tool can be evaluated is also discussed

Interactive Multimedia Teaching of Accounting Information System (AIS) Cycles: Student Perceptions and Views.

This paper describes the design and development of a CD ROM intended to assist students' learning by bringing a sense of reality to the concepts studied in relation to Accounting Information Systems cycles. The educational design is underpinned by constructivist theories of learning which espouse the benefits of experiential learning in facilitating effective student learning. Three Australian companies - Warner Bros. Movie World, Golden Circle and Zupps Parts – are featured on the CD ROM to provide virtual 'experiential learning experiences' for students. An extensive evaluation of the CD ROM was conducted, involving both qualitative and quantitative methodologies, to ascertain students' perceived value of the CD ROM in assisting their learning. Results indicate that the CD ROM offered students a real life understanding of applicable concepts and that students were receptive to learning in online environments which are appropriately designed and constructed

Real‐time interactive social environments: A review of BT's generic learning platform

Online learning in particular and lifelong learning in general require a learning platform that makes sense both pedagogically and commercially. This paper sets out to describe what we mean by generic, learning and platform. The technical requirements are described, and various trials that test the technical, educational and commercial nature of the platform are described Finally, the future developments planned for the Real‐time Interactive Social Environments (RISE) are discusse

Applying a User-centred Approach to Interactive Visualization Design

Analysing users in their context of work and finding out how and why they use different information resources is essential to provide interactive visualisation systems that match their goals and needs. Designers should actively involve the intended users throughout the whole process. This chapter presents a user-centered approach for the design of interactive visualisation systems. We describe three phases of the iterative visualisation design process: the early envisioning phase, the global specification hase, and the detailed specification phase. The whole design cycle is repeated until some criterion of success is reached. We discuss different techniques for the analysis of users, their tasks and domain. Subsequently, the design of prototypes and evaluation methods in visualisation practice are presented. Finally, we discuss the practical challenges in design and evaluation of collaborative visualisation environments. Our own case studies and those of others are used throughout the whole chapter to illustrate various approaches