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

Empirical modelling as a new paradigm for educational technology

Educational technology has yet to deliver the benefits or successes that were expected in educational practice, especially in relation to issues other than the communication and delivery of teaching materials. Evidence suggests that these difficulties stem from the mismatch between formalised virtual learning environments and everyday sensemaking and between the rich potential for enhanced learning afforded by new technology and the constraints of old-style educational practice. In addressing this mismatch, some commentators suggest that the primary need is for a new culture of educational practice-and even that such a culture is already emerging, and others identify the need for a new paradigm for educational technology. The aim of this thesis is to explore the potential for a new paradigm for educational technology based on the principles and tools of Empirical Modelling (see http://dcs.warwick.ac.uk/modelling). The thesis builds upon previous research on Empirical Modelling as a constructionist approach to learning, and in particular Roe's doctoral thesis 'Computers for learning: an Empirical Modelling perspective'. Roe's treatment of Empirical Modelling can be viewed as generalising the use of spreadsheets for learning through applying 'programming by dependency' within the framework of existing educational practice. In contrast, this thesis is concerned at a more fundamental level with the contribution that Empirical Modelling can make to technology enhanced learning that may lead to new educational practices. In particular, it identifies eight significant characteristics of learning that are well-matched to Empirical Modelling activity, and associates these with experimental, flexible and meaningful strands in learning. The credentials of Empirical Modelling as a potential new foundation for educational technology are enhanced by demonstrating that Empirical Modelling is radically different from traditional software development and use. It provides a methodology for modelling with dependency that is more closely related to the use of spreadsheets for learning. The thesis elaborates on the relationship between Empirical Modelling and learning in a variety of different contexts, ways and applications. Three examples drawn from computer science higher education are explored to emphasise the experimental, flexible and meaningful characteristics of Empirical Modelling. This discussion of Empirical Modelling in a specific educational context is complemented by an investigation of its relevance to learning in a wider context, with reference to a broad range of subjects, to specific issues in language learning, and to the topics of lifelong learning and collaborative learning. Although the application of Empirical Modelling for learning is as yet too immature for large scale empirical studies, its potential is evaluated using informal empirical evidence arising from Empirical Modelling practice at Warwick. The sources for this evaluation are well-established teaching activities relating to Empirical Modelling in Computer Science at the University of 'Warwick, comprising an introductory module and a number of final year undergraduate projects. The thesis concludes by considering the extent to which Empirical Modelling can go beyond the support for constructionism envisaged by Roe, to address the broader agenda of supporting constructivist learning using computers. To this end, a close relationship between Empirical Modelling and a vision of constructivism recently set out by Bruno Latour in his paper 'The Promises of Constructivism' is demonstrated

Adequacy analysis of learning resources in adult education

Dissertação de mestrado integrado em Engenharia InformáticaThe present document identifies and details the research and development held under the scope of a MSc Thesis pertaining to the scientific area of pedagogic tools for teaching support, ontolo gies and learning resources. This masters thesis in Informatics Engineering was developed in the University of Minho, Braga. The purpose of the project is to study the learning process of adults and how it connects to Learn ing Resources (LRs) in order to understand if a learning resource used to teach Computational Thinking (CT) to children, is suitable for adult learners. This approach ought to take into account adult learning theory to set its requirements, as well as CT principles and learning resources classification. To this end, an approach to the Adequacy of Learning Resources in Adult Education was created which comprises the ontology OntoAL that describes in detail the domain of Adult Learning (AL) including the theory of AL and a classification of both the adult learner and the learning resources. This ontology was developed in OntoDL and Prolog. In addition, we analyze the experiment conducted as part of the validation of this approach and the OntoAL ontology. Therefore, in this document, it is presented the state of the art pertaining to this field, exploring the concepts of learning resources, computational thinking, ontologies and adult learning and education. Furthermore, it is rendered an introduction of the subject and the project, detailing the context of the problem, the objectives to be accomplished and the research hypothesis of said thesis. Next, it is presented the state of the art regarding Computational Thinking, Adult Learning and Education, Ontologies and Learning Resources. Thereafter, it is put forward the work proposal. Then it is introduced the OntoAL ontology in both OntoDL and Prolog (detailing the process of its development and the choices made), the questionnaires that were created as well as the analysis of the responses that we obtained. Lastly, there are listed the conclusions and the future work.O presente documento identifica e detalha a investigação e desenvolvimento realizados no âmbito de uma tese de mestrado relativa à área científica de ferramentas pedagógicas de apoio ao ensino, ontologias e recursos educativos. Esta tese de mestrado em Engenharia Informática foi desenvolvida na Universidade do Minho, Braga. O objectivo do projecto é estudar o processo de aprendizagem dos adultos e como este se relaciona com os Recursos Educativos (RE), de modo a compreender se um recurso educativo utilizado para ensinar Pensamento Computacional (CT) a crianças, é adequado para alunos adultos. Esta abordagem deve ter em conta a teoria de ensino de adultos para estabelecer os seus requisitos, bem como os princípios de CT e a classificação dos recursos educativos. Neste sentido foi criada uma abordagem à Adequação de Recursos Educativos na Educação de Adultos que contém a ontologia OntoAL que descreve em detalhe o domínio do Ensino de Adultos (EA) incluindo a teoria de EA e uma classificação tanto do aluno adulto como dos recursos educativos. Esta ontologia foi desenvolvida em OntoDL e Prolog. Para além disso, analisamos a experiência levada a cabo como parte da validação desta abordagem e da ontologia OntoAL. Por conseguinte, neste documento, é apresentado o estado da arte neste campo, explorando os conceitos de recursos educativos, pensamento computacional, ontologias e educação de adultos. Além disso, é feita uma introdução ao tema e ao projecto, detalhando o contexto do problema, os objectivos a alcançar e a hipótese de investigação da referida tese. A seguir, é apresentado o estado da arte em matéria de Pensamento Computacional, Ensino e Educação de Adultos, Ontologias e recursos educativos. Em seguida, é descrita a proposta de trabalho, a ontologia OntoAL desenvolvida em OntoDL e em Prolog (detalhando o processo do seu desenvolvimento e as escolhas feitas), os questionários que foram criados, e a análise das respostas obtidas. Finalmente, são listadas as conclusões bem como o trabalho futuro

Empirical modelling as a new paradigm for educational technology

Educational technology has yet to deliver the benefits or successes that were expected in educational practice, especially in relation to issues other than the communication and delivery of teaching materials. Evidence suggests that these difficulties stem from the mismatch between formalised virtual learning environments and everyday sensemaking and between the rich potential for enhanced learning afforded by new technology and the constraints of old-style educational practice. In addressing this mismatch, some commentators suggest that the primary need is for a new culture of educational practice-and even that such a culture is already emerging, and others identify the need for a new paradigm for educational technology. The aim of this thesis is to explore the potential for a new paradigm for educational technology based on the principles and tools of Empirical Modelling (see http://dcs.warwick.ac.uk/modelling). The thesis builds upon previous research on Empirical Modelling as a constructionist approach to learning, and in particular Roe's doctoral thesis 'Computers for learning: an Empirical Modelling perspective'. Roe's treatment of Empirical Modelling can be viewed as generalising the use of spreadsheets for learning through applying 'programming by dependency' within the framework of existing educational practice. In contrast, this thesis is concerned at a more fundamental level with the contribution that Empirical Modelling can make to technology enhanced learning that may lead to new educational practices. In particular, it identifies eight significant characteristics of learning that are well-matched to Empirical Modelling activity, and associates these with experimental, flexible and meaningful strands in learning. The credentials of Empirical Modelling as a potential new foundation for educational technology are enhanced by demonstrating that Empirical Modelling is radically different from traditional software development and use. It provides a methodology for modelling with dependency that is more closely related to the use of spreadsheets for learning. The thesis elaborates on the relationship between Empirical Modelling and learning in a variety of different contexts, ways and applications. Three examples drawn from computer science higher education are explored to emphasise the experimental, flexible and meaningful characteristics of Empirical Modelling. This discussion of Empirical Modelling in a specific educational context is complemented by an investigation of its relevance to learning in a wider context, with reference to a broad range of subjects, to specific issues in language learning, and to the topics of lifelong learning and collaborative learning. Although the application of Empirical Modelling for learning is as yet too immature for large scale empirical studies, its potential is evaluated using informal empirical evidence arising from Empirical Modelling practice at Warwick. The sources for this evaluation are well-established teaching activities relating to Empirical Modelling in Computer Science at the University of 'Warwick, comprising an introductory module and a number of final year undergraduate projects. The thesis concludes by considering the extent to which Empirical Modelling can go beyond the support for constructionism envisaged by Roe, to address the broader agenda of supporting constructivist learning using computers. To this end, a close relationship between Empirical Modelling and a vision of constructivism recently set out by Bruno Latour in his paper 'The Promises of Constructivism' is demonstrated.EThOS - Electronic Theses Online ServiceGBUnited Kingdo

An XML format for benchmarks in High School Timetabling

The High School Timetabling Problem is amongst the most widely used timetabling problems. This problem has varying structures in different high schools even within the same country or educational system. Due to lack of standard benchmarks and data formats this problem has been studied less than other timetabling problems in the literature. In this paper we describe the High School Timetabling Problem in several countries in order to find a common set of constraints and objectives. Our main goal is to provide exchangeable benchmarks for this problem. To achieve this we propose a standard data format suitable for different countries and educational systems, defined by an XML schema. The schema and datasets are available online

ACMS 18th Biennial Conference Proceedings

Association of Christians in the Mathematical Sciences 18th Biennial Conference Proceedings, June 1-4, 2011, Westmont College, Santa Barbara, CA

New Swarm-Based Metaheuristics for Resource Allocation and Schwduling Problems

Tesis doctoral inédita leída en la Universidad Autónoma de Madrid, Escuela Politécnica Superior, Departamento de Ingeniería Informática. Fecha de lectura : 10-07-2017Esta tesis tiene embargado el acceso al texto completo hasta el 10-01-201

Learning Opportunities and Challenges of Sensor-enabled Intelligent Tutoring Systems on Mobile Platforms: Benchmarking the Reliability of Mobile Sensors to Track Human Physiological Signals and Behaviors to Enhance Tablet-Based Intelligent Tutoring Systems

Desktop-based intelligent tutoring systems have existed for many decades, but the advancement of mobile computing technologies has sparked interest in developing mobile intelligent tutoring systems (mITS). Personalized mITS are applicable to not only stand-alone and client-server systems but also cloud systems possibly leveraging big data. Device-based sensors enable even greater personalization through capture of physiological signals during periods of student study. However, personalizing mITS to individual students faces challenges. The Achilles heel of personalization is the feasibility and reliability of these sensors to accurately capture physiological signals and behavior measures. This research reviews feasibility and benchmarks reliability of basic mobile platform sensors in various student postures. The research software and methodology are generalizable to a range of platforms and sensors. Incorporating the tile-based puzzle game 2048 as a substitute for a knowledge domain also enables a broad spectrum of test populations. Baseline sensors include the on-board camera to detect eyes/faces and the Bluetooth Empatica E4 wristband to capture heart rate, electrodermal activity (EDA), and skin temperature. The test population involved 100 collegiate students randomly assigned to one of three different ergonomic positions in a classroom: sitting at a table, standing at a counter, or reclining on a sofa. Well received by the students, EDA proved to be more reliable than heart rate or face detection in the three different ergonomic positions. Additional insights are provided on advancing learning personalization through future sensor feasibility and reliability studies