Augmented Reality based monitoring of the remote-lab

© 2014 IEEE. Augmented Reality technology approach has been being adopted within the education sector. The advanced technology tools in many classes have the potential changed of users' attitudes toward the pedagogical and psychological objectives and goals. Moreover, augmented reality has not elicited so much attention within the corridors of education sector as it is now. In order to improve the interactive effectiveness in the smart classroom environment, there is a demand to tailor the innovation technology and align it with every changing requirements and capabilities of various users. Consequently, the educators are increasingly finding augmented reality suitable for deployment in education. In this paper, a project shows how Augmented Reality utilised with overlay Smart-Grid can support the learning process in attractive methods for monitoring events of captured scenes in remote-lab such as video stream, Web-link from smart devices' camera

Development of an Android-based virtual laboratory as a database learning media for vocational school

Abstract: Tujuan pengembangan dan penelitian ini adalah menghasilkan produk laboratorium virtual berbasis android sebagai media pembelajaran basis data kelas XI SMK dilengkapi buku petunjuk penggunaan “Vlab base” dan meningkatkan pemahaman serta hasil belajar siswa pada topik pengelolaan tabel pada basis data menggunakan Bahasa SQL. Prosedur pengembangannyamenggunakan  metode Research and Development (R&D) dan pendekatan pengembangan aplikasi model waterfall. Hasil validasi dari ahli media mencapai prosentase 92 (sangat layak), ahli desain 93 (sangat layak), dan ahli materi 94 (sangat layak). Uji kepraktisan mencapai prosentase 95 (sangat layak), kelompok kecil 90,67 (sangat layak), dan uji coba kelompok besar 93 (sangat layak) yang mempermudah siswa belajar dan praktikum mandiri memahami pengelolaan database berkategori sangat layak dan dapat digunakan guru dalam pembelajaran. Hasil pre dan post test siswa meningkatkan nilai hasil belajar siswa sebesar 100% berdasarkan kriteria efektivitas ketika digunakan dalam pembelajaran. Abstract: The goal of this research and development is to create an Android-based virtual laboratory product as a database learning medium for class XI Vocational School equipped with a manual for using "Vlab base" and to improve understanding and results of student learning in the topic of managing tables in databases using SQL language. The development procedure employed the research and development (R&D) method to create Android-based learning materials and the waterfall model application development approach. The validation results are 92% (very feasible) from the media experts, 93% (very decent) from the design experts, and 94% (very decent) from the material experts. The practicality test reaches 95% (very feasible), the small group reaches 90.67% (very feasible), and the large group trial obtains 93% (very feasible), making individual practice and learning simpler for pupils to understand database management that is categorized as very feasible and can be used by teachers in learning. Based on the criteria of effectiveness for learning, the results of the students' pre-test and post-test showed a 100% improvement in the value of student learning outcomes

Learning English Speaking through Mobile-Based Role-Plays: The Exploration of a Mobile English Language Learning App called Engage

[EN] Engage is a new form of mobile application that connects students studying English with teachers in real-time via their smartphones. Students receive target language through preparation dialogues, and then apply it to a role-play with a teacher. The conceptualization and development of Engage follows the user-centred design approach; and the product was built through multiple iterations: in the first iteration, students were invited to try out a paper mock-up; in the second iteration, students tried out a mobile prototype; in the external test, a fully functional application was released to App Store between October 25 and November 20, 2012, and 326 users downloaded it. The application was well-received by these test users, reflected in the post-study survey, student ratings, and students’ usage records. The external tests proved that the technical environment of the application was feasible for production; and the operationalization of the teacher service and cost model were also proven to be feasible and scalable.Yang, B.; Zhou, S.; Ju, W. (2013). Learning English Speaking through Mobile-Based Role-Plays: The Exploration of a Mobile English Language Learning App called Engage. The EuroCALL Review. 21(2):27-38. https://doi.org/10.4995/eurocall.2013.9788OJS2738212Burke, T. & Guest, A. (2010). Using role playing as a teaching strategy: an interdisciplinary approach to learning. Proceedings of the 2nd Annual Conference on Higher Education Pedagogy, 34-35.Buzan, T. (1989). Use both sides of your brain. New York: Penguin.Demouy, V. & Kukulska-Hulme, A. (2010). On the spot: using mobile devices for listening and speaking practice on a French language programme. Open Learning: The Journal of Open, Distance and e-Learning, 25(3), 217-232. https://doi.org/10.1080/02680513.2010.511955Edge, D., Searle, E., Chiu, K., Zhao, J. & Landay, J.A. (2011, May). Micromandarin: mobile language learning in context. 2011 Annual Conference on Human Factors in Computing Systems. Symposium conducted in Vancouver, BC, Canada.Hyerle, D. (2004). Student successes with thinking maps: school-based research, results, and models for achievement using visual tools. CA: Corwin Press. ISO 13407 (1999). Human-centred design processes for interactive systems. London: British Standards Institution.Karat, C. (1997). Cost-justifying usability engineering in the software life cycle. In M. Helander, T.K.Landauer and P.Prabhu (Eds.), Handbook of Human-Computer Interaction (pp. 653-688). Amsterdam: Elsevier. https://doi.org/10.1016/B978-044481862-1.50098-4Kondo, M., Ishikawa, Y., Smith,C., Sakamoto, K., Shimomura, H., and Wada,N. (2012). Mobile assisted language learning in university EFL courses in Japan: developing attitudes and skills for selfregulated learning. ReCALL, 24, 169187. https://doi.org/10.1017/S0958344012000055Kukulska-Hulme, A. and Shield, L.(2008). An overview of mobile assisted language learning: from content delivery to supported collaboration and interaction. ReCALL, 20(3), 271-289. https://doi.org/10.1017/S0958344008000335Kujala,S. (2003). User involvement: a review of the benefits and challenges. Behavior & Information Technology, 22(1),1-16. https://doi.org/10.1080/01449290301782Liu, T.-Y. (2009). A context-aware ubiquitous learning environment for language listening and speaking. Journal of Computer Assisted Learning, 25(6), 515-527. https://doi.org/10.1111/j.1365-2729.2009.00329.xMiangah, T. M., and Nezarat, A. (2012). Mobile-assisted language learning. Journal of Distributed and Parallel Systems, 3(1), 309-319. https://doi.org/10.5121/ijdps.2012.3126Parrish, B. (2004). Teaching adult ESL: a practical introduction. New York: McGraw-Hill Companies.Rubin, J. (1994). Handbook of usability testing: how to plan, design, and conduct effective tests. New York: Wiley.Schafer, R. W. (1994). Scientific Bases of Human-Machine Communication by Voice. In D.B. Roe (Eds.), Voice communication between humans and machines(pp.34-75). Washington, D.C.: National Academy Press.Senf, M. (2012, Dec). Role-play, simulations and drama activities. DocumBase. Retrieved from http://en.convdocs.org/docs/index-44311.htmlSnyder, C. (2003). Paper prototyping: the fast and easy way to design and refine user interfaces. San Diego, CA: Morgan Kaufmann Pub.Sousa, D. A. (2006). How the brain learns. CA: Corwin Press.Traxler, J. (2007). Current state of mobile learning. International Review on Research in Open and Distance Learning, 8(2), 9-24

Mobile graphics: SIGGRAPH Asia 2017 course

Peer ReviewedPostprint (published version

Ecosystemic Evolution Feeded by Smart Systems

Information Society is advancing along a route of ecosystemic evolution. ICT and Internet advancements, together with the progression of the systemic approach for enhancement and application of Smart Systems, are grounding such an evolution. The needed approach is therefore expected to evolve by increasingly fitting into the basic requirements of a significant general enhancement of human and social well-being, within all spheres of life (public, private, professional). This implies enhancing and exploiting the net-living virtual space, to make it a virtuous beneficial integration of the real-life space. Meanwhile, contextual evolution of smart cities is aiming at strongly empowering that ecosystemic approach by enhancing and diffusing net-living benefits over our own lived territory, while also incisively targeting a new stable socio-economic local development, according to social, ecological, and economic sustainability requirements. This territorial focus matches with a new glocal vision, which enables a more effective diffusion of benefits in terms of well-being, thus moderating the current global vision primarily fed by a global-scale market development view. Basic technological advancements have thus to be pursued at the system-level. They include system architecting for virtualization of functions, data integration and sharing, flexible basic service composition, and end-service personalization viability, for the operation and interoperation of smart systems, supporting effective net-living advancements in all application fields. Increasing and basically mandatory importance must also be increasingly reserved for human–technical and social–technical factors, as well as to the associated need of empowering the cross-disciplinary approach for related research and innovation. The prospected eco-systemic impact also implies a social pro-active participation, as well as coping with possible negative effects of net-living in terms of social exclusion and isolation, which require incisive actions for a conformal socio-cultural development. In this concern, speed, continuity, and expected long-term duration of innovation processes, pushed by basic technological advancements, make ecosystemic requirements stricter. This evolution requires also a new approach, targeting development of the needed basic and vocational education for net-living, which is to be considered as an engine for the development of the related ‘new living know-how’, as well as of the conformal ‘new making know-how’

Audio Processing and Loudness Estimation Algorithms with iOS Simulations

abstract: The processing power and storage capacity of portable devices have improved considerably over the past decade. This has motivated the implementation of sophisticated audio and other signal processing algorithms on such mobile devices. Of particular interest in this thesis is audio/speech processing based on perceptual criteria. Specifically, estimation of parameters from human auditory models, such as auditory patterns and loudness, involves computationally intensive operations which can strain device resources. Hence, strategies for implementing computationally efficient human auditory models for loudness estimation have been studied in this thesis. Existing algorithms for reducing computations in auditory pattern and loudness estimation have been examined and improved algorithms have been proposed to overcome limitations of these methods. In addition, real-time applications such as perceptual loudness estimation and loudness equalization using auditory models have also been implemented. A software implementation of loudness estimation on iOS devices is also reported in this thesis. In addition to the loudness estimation algorithms and software, in this thesis project we also created new illustrations of speech and audio processing concepts for research and education. As a result, a new suite of speech/audio DSP functions was developed and integrated as part of the award-winning educational iOS App 'iJDSP." These functions are described in detail in this thesis. Several enhancements in the architecture of the application have also been introduced for providing the supporting framework for speech/audio processing. Frame-by-frame processing and visualization functionalities have been developed to facilitate speech/audio processing. In addition, facilities for easy sound recording, processing and audio rendering have also been developed to provide students, practitioners and researchers with an enriched DSP simulation tool. Simulations and assessments have been also developed for use in classes and training of practitioners and students.Dissertation/ThesisM.S. Electrical Engineering 201

Design of A Virtual Laboratory for Automation Control

In the past, only students who studied on campus were able to access laboratory equipment in traditional lab courses; distance learning students, enrolled in online courses, were at a disadvantage for they could learn basic lab experiment principles but could never experience hands-on learning. Modeling and simulation can be a powerful tool for generating virtual laboratories for distance learning students. This thesis describes the design and development of a virtual laboratory for automation control using mechanical, electrical, and pneumatic components for an automation and control course at Old Dominion University. This virtual laboratory application was implemented for two platforms — Windows personal computers and Android smartphones. The virtual lab serves as pre-lab session for on-campus students and a virtual lab tool for distance-learning students to gain some “hands-on” lab experience. Utilizing the virtual learning environment as a supplement to engineering-based laboratories is also beneficial for students to prepare for the physical experiment and obtain a “hands-on,” practical lab experience without the hazards present in the physical lab. Such a methodology can also be applied to experiments in different fields such chemistry, etc

INCORPORATING RADIO FREQUENCY MESH NETWORKS TO LINK LIVE, VIRTUAL, CONSTRUCTIVE TRAINING

Given the importance of modeling and simulation (M&S) for creating realistic training environments and employing or developing tactical systems for warfighters, the Department of Defense is turning toward live, virtual, constructive (LVC) simulations as a means to prepare and equip our military for the next war. M&S offers a unique competency for modeling emergent enemy behaviors in constructive simulations on virtual battlefields across the globe. Transferring these dynamic tactical actions to live command and control (C2) systems used during training can create decision-making opportunities for distributed units to react to and act upon. The research conducted in this thesis assessed, developed, and implemented an appropriate LVC environment that can be used in training for tactical convoy operations in the Marine Corps. We developed a robust mesh network connected to a personal computer running a constructive simulation to create dynamic tracks on handheld, Android-based C2 systems. Using low-bandwidth radios to create the network, we were able to create a rich, tactically realistic training environment while minimally increasing the combat load of our Marines. The system we created has the same functionality of the blue force tracker (BFT). Because the BFT is no longer funded, we recommend the LVC solution we created for this thesis as a potential replacement with embedded training capabilities.Captain, United States Marine CorpsApproved for public release. distribution is unlimite