38,457 research outputs found

    Learning morphological phenomena of Modern Greek an exploratory approach

    Get PDF
    This paper presents a computational model for the description of concatenative morphological phenomena of modern Greek (such as inflection, derivation and compounding) to allow learners, trainers and developers to explore linguistic processes through their own constructions in an interactive open‐ended multimedia environment. The proposed model introduces a new language metaphor, the ‘puzzle‐metaphor’ (similar to the existing ‘turtle‐metaphor’ for concepts from mathematics and physics), based on a visualized unification‐like mechanism for pattern matching. The computational implementation of the model can be used for creating environments for learning through design and learning by teaching

    save to DISC: Documenting Innovation in Music Learning

    Get PDF
    The paper discusses an approach to determining the worth and value of innovation in music education and measuring it’s capacity for meaning and engagement. It also aims to identify new examples of innovation across a broad range of music learning contexts and establish a rigorous digital process for documenting, evaluating and distributing innovative cases and resources for present and future contexts. It discusses specifically a pilot project that seeks to document innovation in sound curriculum (DISC). save to DISC is an exploratory study in an Australasian CRC for Interaction Design (ACID) project that proposes to establish flexible and effective procedures for the sourcing, evaluating, refereeing, editing, producing, validating, storing, publishing, and distributing of a wide range of media and content types. It involves documenting innovative and successful practice in music education, creating and evaluating programs in difficult/challenging school contexts and commissioning and encouraging the production of resource materials for 21 st century contexts

    The play's the thing

    Get PDF
    For very understandable reasons phenomenological approaches predominate in the field of sensory urbanism. This paper does not seek to add to that particular discourse. Rather it takes Rorty’s postmodernized Pragmatism as its starting point and develops a position on the role of multi-modal design representation in the design process as a means of admitting many voices and managing multidisciplinary collaboration. This paper will interrogate some of the concepts underpinning the Sensory Urbanism project to help define the scope of interest in multi-modal representations. It will then explore a range of techniques and approaches developed by artists and designers during the past fifty years or so and comment on how they might inform the question of multi-modal representation. In conclusion I will argue that we should develop a heterogeneous tool kit that adopts, adapts and re-invents existing methods because this will better serve our purposes during the exploratory phase(s) of any design project that deals with complexity

    The play's the thing

    Get PDF
    For very understandable reasons phenomenological approaches predominate in the field of sensory urbanism. This paper does not seek to add to that particular discourse. Rather it takes Rorty’s postmodernized Pragmatism as its starting point and develops a position on the role of multi-modal design representation in the design process as a means of admitting many voices and managing multidisciplinary collaboration. This paper will interrogate some of the concepts underpinning the Sensory Urbanism project to help define the scope of interest in multi-modal representations. It will then explore a range of techniques and approaches developed by artists and designers during the past fifty years or so and comment on how they might inform the question of multi-modal representation. In conclusion I will argue that we should develop a heterogeneous tool kit that adopts, adapts and re-invents existing methods because this will better serve our purposes during the exploratory phase(s) of any design project that deals with complexity

    Toward a model of computational attention based on expressive behavior: applications to cultural heritage scenarios

    Get PDF
    Our project goals consisted in the development of attention-based analysis of human expressive behavior and the implementation of real-time algorithm in EyesWeb XMI in order to improve naturalness of human-computer interaction and context-based monitoring of human behavior. To this aim, perceptual-model that mimic human attentional processes was developed for expressivity analysis and modeled by entropy. Museum scenarios were selected as an ecological test-bed to elaborate three experiments that focus on visitor profiling and visitors flow regulation

    The virtual playground: an educational virtual reality environment for evaluating interactivity and conceptual learning

    Get PDF
    The research presented in this paper aims at investigating user interaction in immersive virtual learning environments (VLEs), focusing on the role and the effect of interactivity on conceptual learning. The goal has been to examine if the learning of young users improves through interacting in (i.e. exploring, reacting to, and acting upon) an immersive virtual environment (VE) compared to non interactive or non-immersive environments. Empirical work was carried out with more than 55 primary school students between the ages of 8 and 12, in different between-group experiments: an exploratory study, a pilot study, and a large-scale experiment. The latter was conducted in a virtual environment designed to simulate a playground. In this ‘Virtual Playground’, each participant was asked to complete a set of tasks designed to address arithmetical ‘fractions’ problems. Three different conditions, two experimental virtual reality (VR) conditions and a non-VR condition, that varied the levels of activity and interactivity, were designed to evaluate how children accomplish the various tasks. Pre-tests, post-tests, interviews, video, audio, and log files were collected for each participant, and analyzed both quantitatively and qualitatively. This paper presents a selection of case studies extracted from the qualitative analysis, which illustrate the variety of approaches taken by children in the VEs in response to visual cues and system feedback. Results suggest that the fully interactive VE aided children in problem solving but did not provide as strong evidence of conceptual change as expected; rather, it was the passive VR environment, where activity was guided by a virtual robot, that seemed to support student reflection and recall, leading to indications of conceptual change

    Therapeutic and educational objectives in robot assisted play for children with autism

    Get PDF
    “This material is presented to ensure timely dissemination of scholarly and technical work. Copyright and all rights therein are retained by authors or by other copyright holders. All persons copying this information are expected to adhere to the terms and constraints invoked by each author's copyright. In most cases, these works may not be reposted without the explicit permission of the copyright holder." “Copyright IEEE. Personal use of this material is permitted. However, permission to reprint/republish this material for advertising or promotional purposes or for creating new collective works for resale or redistribution to servers or lists, or to reuse any copyrighted component of this work in other works must be obtained from the IEEE.” DOI: 10.1109/ROMAN.2009.5326251This article is a methodological paper that describes the therapeutic and educational objectives that were identified during the design process of a robot aimed at robot assisted play. The work described in this paper is part of the IROMEC project (Interactive Robotic Social Mediators as Companions) that recognizes the important role of play in child development and targets children who are prevented from or inhibited in playing. The project investigates the role of an interactive, autonomous robotic toy in therapy and education for children with special needs. This paper specifically addresses the therapeutic and educational objectives related to children with autism. In recent years, robots have already been used to teach basic social interaction skills to children with autism. The added value of the IROMEC robot is that play scenarios have been developed taking children's specific strengths and needs into consideration and covering a wide range of objectives in children's development areas (sensory, communicational and interaction, motor, cognitive and social and emotional). The paper describes children's developmental areas and illustrates how different experiences and interactions with the IROMEC robot are designed to target objectives in these areas

    Therapeutic and educational objectives in robot assisted play for children with autism

    Get PDF
    “This material is presented to ensure timely dissemination of scholarly and technical work. Copyright and all rights therein are retained by authors or by other copyright holders. All persons copying this information are expected to adhere to the terms and constraints invoked by each author's copyright. In most cases, these works may not be reposted without the explicit permission of the copyright holder." “Copyright IEEE. Personal use of this material is permitted. However, permission to reprint/republish this material for advertising or promotional purposes or for creating new collective works for resale or redistribution to servers or lists, or to reuse any copyrighted component of this work in other works must be obtained from the IEEE.” DOI: 10.1109/ROMAN.2009.5326251This article is a methodological paper that describes the therapeutic and educational objectives that were identified during the design process of a robot aimed at robot assisted play. The work described in this paper is part of the IROMEC project (Interactive Robotic Social Mediators as Companions) that recognizes the important role of play in child development and targets children who are prevented from or inhibited in playing. The project investigates the role of an interactive, autonomous robotic toy in therapy and education for children with special needs. This paper specifically addresses the therapeutic and educational objectives related to children with autism. In recent years, robots have already been used to teach basic social interaction skills to children with autism. The added value of the IROMEC robot is that play scenarios have been developed taking children's specific strengths and needs into consideration and covering a wide range of objectives in children's development areas (sensory, communicational and interaction, motor, cognitive and social and emotional). The paper describes children's developmental areas and illustrates how different experiences and interactions with the IROMEC robot are designed to target objectives in these areas.Final Published versio
    • 

    corecore