Virtual Reality Games for Motor Rehabilitation

This paper presents a fuzzy logic based method to track user satisfaction without the need for devices to monitor users physiological conditions. User satisfaction is the key to any product’s acceptance; computer applications and video games provide a unique opportunity to provide a tailored environment for each user to better suit their needs. We have implemented a non-adaptive fuzzy logic model of emotion, based on the emotional component of the Fuzzy Logic Adaptive Model of Emotion (FLAME) proposed by El-Nasr, to estimate player emotion in UnrealTournament 2004. In this paper we describe the implementation of this system and present the results of one of several play tests. Our research contradicts the current literature that suggests physiological measurements are needed. We show that it is possible to use a software only method to estimate user emotion

The Effectiveness of Aural Instructions with Visualisations in E-Learning Environments

Based on Mayer’s (2001) model for more effective learning by exploiting the brain’s dual sensory channels for information processing, this research investigates the effectiveness of using aural instructions together with visualisation in teaching the difficult concepts of data structures to novice computer science students. A small number of previous studies have examined the use of audio and visualisation in teaching and learning environments but none has explored the integration of both technologies in teaching data structures programming to reduce the cognitive load on learners’ working memory. A prototype learning tool, known as the Data Structure Learning (DSL) tool, was developed and used first in a short mini study that showed that, used together with visualisations of algorithms, aural instructions produced faster student response times than did textual instructions. This result suggested that the additional use of the auditory sensory channel did indeed reduce the cognitive load. The tool was then used in a second, longitudinal, study over two academic terms in which students studying the Data Structures module were offered the opportunity to use the DSL approach with either aural or textual instructions. Their use of the approach was recorded by the DSL system and feedback was invited at the end of every visualisation task. The collected data showed that the tool was used extensively by the students. A comparison of the students’ DSL use with their end-of-year assessment marks revealed that academically weaker students had tended to use the tool most. This suggests that less able students are keen to use any useful and available instrument to aid their understanding, especially of difficult concepts. Both the quantitative data provided by the automatic recording of DSL use and an end-of-study questionnaire showed appreciation by students of the help the tool had provided and enthusiasm for its future use and development. These findings were supported by qualitative data provided by student written feedback at the end of each task, by interviews at the end of the experiment and by interest from the lecturer in integrating use of the tool with the teaching of the module. A variety of suggestions are made for further work and development of the DSL tool. Further research using a control group and/or pre and post tests would be particularly useful

A Consensus on the Definition and Knowledge Base for Computer Graphics

Despite several decades of historical innovation, measurable impacts, and multiple specializations the existing knowledge base for Computer Graphics (CG) lacks consensus, and numerous definitions for it have been published based on distinct contexts. Disagreement among post-secondary academics has divided CG programs into three contextual areas that emphasize different topics. This division has resulted in the decontextualization of CG education, and CG programs now face several challenges in meeting the needs of industry. Employing the Delphi Method, this investigation explored the perceptions among post-secondary educators and industry professionals about the definition of CG and how it is identified in terms of characteristics and context. The outcomes of this investigation identified CG in the technological paradigm, and provided a road map towards a true definition and distinct knowledge base necessary for establishing CG as a formal computing discipline

Choreographic and Somatic Approaches for the Development of Expressive Robotic Systems

As robotic systems are moved out of factory work cells into human-facing environments questions of choreography become central to their design, placement, and application. With a human viewer or counterpart present, a system will automatically be interpreted within context, style of movement, and form factor by human beings as animate elements of their environment. The interpretation by this human counterpart is critical to the success of the system's integration: knobs on the system need to make sense to a human counterpart; an artificial agent should have a way of notifying a human counterpart of a change in system state, possibly through motion profiles; and the motion of a human counterpart may have important contextual clues for task completion. Thus, professional choreographers, dance practitioners, and movement analysts are critical to research in robotics. They have design methods for movement that align with human audience perception, can identify simplified features of movement for human-robot interaction goals, and have detailed knowledge of the capacity of human movement. This article provides approaches employed by one research lab, specific impacts on technical and artistic projects within, and principles that may guide future such work. The background section reports on choreography, somatic perspectives, improvisation, the Laban/Bartenieff Movement System, and robotics. From this context methods including embodied exercises, writing prompts, and community building activities have been developed to facilitate interdisciplinary research. The results of this work is presented as an overview of a smattering of projects in areas like high-level motion planning, software development for rapid prototyping of movement, artistic output, and user studies that help understand how people interpret movement. Finally, guiding principles for other groups to adopt are posited.Comment: Under review at MDPI Arts Special Issue "The Machine as Artist (for the 21st Century)" http://www.mdpi.com/journal/arts/special_issues/Machine_Artis

Machine Learning applications to e-learning courses

The Ph.D. thesis project is aimed at improving the quality and the effectiveness of on-line teaching in scientific degree courses at the University Level that required the use of E-learning platform, based on the Moodle Content Management System. The aim of this research project is to assist the teacher, through the development of new tools based on Artificial Intelligence, to design innovative successful e-learning courses to give to the students the opportunity to improve their learning outcomes. These originals tools overcome the limitations of the standard Moodle activities applying machine learning techniques by analysing large amount of students’ data extracted by Moodle log data. Recently many e-learning resources have been developed for university students, are available on the Web. The increase of LMS (Learning Management System) as Moodle and their ease of use led many teachers to realize e-learning paths for their students, often supporting them with some frontal activities, giving to them the advantages of on-line learning. The aim was to deepen the topics discussed in class through the consultation of additional materials, video recordings of lessons, and other activities to exploiting the potentials of on-line courses

Game design for a serious game to help learn programming

Tese de mestrado. Multimédia. Faculdade de Engenharia. Universidade do Porto. 201

Development and Evaluation of Interactive Courseware for Visualization of Graph Data Structure and Algorithms

The primary goal of this dissertation was to develop and pilot test interactive, multimedia courseware which would facilitate learning the abstract structures, operations, and concepts associated with graph and network data structures in Computer Science. Learning objectives and prerequisites are presented in an introduction section of the courseware and a variety of learning activities are provided including tutorials, animated demonstrations, interactive laboratory sessions, and self-tests. Courseware development incorporated principles and practices from software engineering, instructional design, and cognitive learning theories. Implementation utilized an easy-to-use authoring tool, NeoBook Professional (1994), to create the overall framework and the user interfaces, and Microsoft QuickBASIC 4.5 (1990) to program the interactive animated demonstrations and laboratory exercises. A major emphasis of the courseware is the use of simple interactive, animated displays to demonstrate the step-by-step operation of graph and network algorithms such as depth-first traversal, breadth-first traversal, shortest path, minimum sparring tree and topological ordering

Inclusive Intelligent Learning Management System Framework

Machado, D. S-M., & Santos, V. (2023). Inclusive Intelligent Learning Management System Framework. International Journal of Automation and Smart Technology, 13(1), [2423]. https://doi.org/10.5875/ausmt.v13i1.2423The article finds context and the current state of the art in a systematic literature review on intelligent systems employing PRISMA Methodology which is complemented with narrative literature review on disabilities, digital accessibility and legal and standards context. The main conclusion from this review was the existing gap between the available knowledge, standards, and law and what is put into practice in higher education institutions in Portugal. Design Science Research Methodology was applied to output an Inclusive Intelligent Learning Management System Framework aiming to help higher education professors to share accessible pedagogic content and deliver on-line and presential classes with a high level of accessibility for students with different types of disabilities, assessing the uploaded content with Web content Accessibility Guidelines 3.0, clustering students according to their profile, conscient feedback and emotional assessment during content consumption, applying predictive models and signaling students at risk of failing classes according to study habits and finally applying a recommender system. The framework was validated by a focus group to which experts in digital accessibility, information systems and a disabled PhD graduate.publishersversionpublishe