Intelligent tutoring in virtual reality for highly dynamic pedestrian safety training

This thesis presents the design, implementation, and evaluation of an Intelligent Tutoring System (ITS) with a Virtual Reality (VR) interface for child pedestrian safety training. This system enables children to train practical skills in a safe and realistic virtual environment without the time and space dependencies of traditional roadside training. This system also employs Domain and Student Modelling techniques to analyze user data during training automatically and to provide appropriate instructions and feedback. Thus, the traditional requirement of constant monitoring from teaching personnel is greatly reduced. Compared to previous work, especially the second aspect is a principal novelty for this domain. To achieve this, a novel Domain and Student Modeling method was developed in addition to a modular and extensible virtual environment for the target domain. While the Domain and Student Modeling framework is designed to handle the highly dynamic nature of training in traffic and the ill-defined characteristics of pedestrian tasks, the modular virtual environment supports different interaction methods and a simple and efficient way to create and adapt exercises. The thesis is complemented by two user studies with elementary school children. These studies testify great overall user acceptance and the system’s potential for improving key pedestrian skills through autonomous learning. Last but not least, the thesis presents experiments with different forms of VR input and provides directions for future work.Diese Arbeit behandelt den Entwurf, die Implementierung sowie die Evaluierung eines intelligenten Tutorensystems (ITS) mit einer Virtual Reality (VR) basierten Benutzeroberfläche zum Zwecke von Verkehrssicherheitstraining für Kinder. Dieses System ermöglicht es Kindern praktische Fähigkeiten in einer sicheren und realistischen Umgebung zu trainieren, ohne den örtlichen und zeitlichen Abhängigkeiten des traditionellen, straßenseitigen Trainings unterworfen zu sein. Dieses System macht außerdem von Domain und Student Modelling Techniken gebrauch, um Nutzerdaten während des Trainings zu analysieren und daraufhin automatisiert geeignete Instruktionen und Rückmeldung zu generieren. Dadurch kann die bisher erforderliche, ständige Überwachung durch Lehrpersonal drastisch reduziert werden. Verglichen mit bisherigen Lösungen ist insbesondere der zweite Aspekt eine grundlegende Neuheit für diesen Bereich. Um dies zu erreichen wurde ein neuartiges Framework für Domain und Student Modelling entwickelt, sowie eine modulare und erweiterbare virtuelle Umgebung für diese Art von Training. Während das Domain und Student Modelling Framework so entworfen wurde, um mit der hohen Dynamik des Straßenverkehrs sowie den vage definierten Fußgängeraufgaben zurecht zu kommen, unterstützt die modulare Umgebung unterschiedliche Eingabeformen sowie eine unkomplizierte und effiziente Methode, um Übungen zu erstellen und anzupassen. Die Arbeit beinhaltet außerdem zwei Nutzerstudien mit Grundschulkindern. Diese Studien belegen dem System eine hohe Benutzerakzeptanz und stellt das Potenzial des Systems heraus, wichtige Fähigkeiten für Fußgängersicherheit durch autodidaktisches Training zu verbessern. Nicht zuletzt beschreibt die Arbeit Experimente mit verschiedenen Formen von VR Eingaben und zeigt die Richtung für zukünftige Arbeit auf

EBook proceedings of the ESERA 2011 conference : science learning and citizenship

This ebook contains fourteen parts according to the strands of the ESERA 2011 conference. Each part is co-edited by one or two persons, most of them were strand chairs. All papers in this ebook correspond to accepted communications during the ESERA conference that were reviewed by two referees. Moreover the co-editors carried out a global reviewing of the papers.ESERA - European Science Education Research Associatio

Spartan Daily, March 30, 1987

Volume 88, Issue 43https://scholarworks.sjsu.edu/spartandaily/7569/thumbnail.jp

A design for professional laboratory experiences in teacher education

It was the purpose of this study to devise a model or design for professional laboratory experiences for teacher education. The writer took the philosophical position that conventional one-to-one placement of a student teacher with one cooperating public school teacher frequently encourages modeling or blind emulation of that teacher. The study was an attempt to design a program which would make modeling less likely

Communicating the Past in the Digital Age: Proceedings of the International Conference on Digital Methods in Teaching and Learning in Archaeology (12-13 October 2018)

Recent developments in the field of archaeology are not only progressing archaeological fieldwork but also changing the way we practise and present archaeology today. As these digital technologies are being used more and more every day on excavations or in museums, this also means that we must change the way we approach teaching and communicating archaeology as a discipline. This volume presents the outcome of a two-day international symposium on digital methods in teaching and learning in archaeology held at the University of Cologne in October 2018. Specialists from around the world share their views on the newest developments in the field of archaeology and the way we teach these with the help of archaeogaming, augmented and virtual reality, 3D reconstruction and many more