Catálogo de publicaciones - libros

We present findings of an observational study investigating how young children interact with augmented reality story books. Children aged between 6 and 7 read and interacted with one of two story books aimed at early literacy education. The books pages were augmented using animated virtual 3D characters, sound, and interactive tasks. Introducing novel media to young children requires system and story designers to consider not only technological issues but also questions arising from story design and the design of interactive sequences. We discuss findings of our study and implications regarding the implementation of augmented story books.

Until now, the most web-based communication is based on texts or graphics in a collaborative learning context. However, texts have many limitations as a means of communication. The use of multimedia is very useful for effective communication because it helps to deliver nonverbal messages as tacit knowledge. User participation and communication techniques, which are emphasized in Web 2.0, are important for facilitating knowledge sharing. The latest User Created Content (UCC) technique, such as YouTube, Video Blog and Pandora TV, has many advantages for communication and knowledge sharing. In this paper, an adaptive QoS architecture is proposed to use Educational User Created Contents as multimedia and realtime multimedia pedagogically. This paper contributes towards an understanding of how to support adaptive QoS for learning environments in a web-based learning environment utilizing UCC.

Most storytelling model approaches consider stories formed by sequences of a particular type of event. These sequences are mostly constructed using the inherent temporal characteristic of each linked event and this limitation makes it difficult to adapt the models to other kinds of events. In order to develop a more generic model to create storytelling applications, we need to organize events using not only temporal relations, but also relations determined by the rhetorical context of those events. In this paper, we present ISRST, our proposal for a generic storytelling ontology model based on the organization of events using a subset of relations proposed by the Rhetorical Structure Theory and how narrative principles and user interest are applied to these relations to generate coherent stories.

Web-based technology has already been adopted as a tool to support teaching and learning in higher education. One criterion affecting the usability of such a technology is the design of web-based interface (WBI) within web-based learning programs. How different users access the WBIs has been investigated by several studies, which mainly analyze the collected data using statistical methods. In this paper, we propose to analyze users’ learning behavior using Data Mining (DM) techniques. Findings in our study show that learners with different cognitive styles seem to have various learning preferences, and DM is an efficient tool to analyze the behavior of different cognitive style groups.

Context-aware computing with uncertainty includes forming model,fusing of aware context, managing context information and so on. Approachcom-parison on computing of aware context with uncertainty for makingdynamic deci-sion is focused in this paper. We compare dynamic context-awarecomputing with improved Random Set Theory (RST) and extended D-SEvidence Theory (EDS). We give new modeling mode based on RST for awarecontext and our computing approach of modeled aware context, extend classicD-S Evidence Theory after considering context’s feature. Then comparerelative computing methods, enu-merate experimental examples and give theevaluation. By comparisons, the more validity of new context-aware computingapproach based on RST than EDS with uncertainty information has been testedsuccessfully.

To enhance the excellence, effectiveness, and economical efficiency in the learning process, we implement a creative hybrid educational system for engineering experiments where web-based virtual laboratory systems and distance education systems are properly integrated.  In the first stage, we designed client/server distributed environment and developed web-based virtual laboratory system for electrical/electronic circuit experiments. The proposed virtual laboratory system is composed of three important sessions and their management system: concept-learning session, virtual experiment session, assessment session. With the aid of the management system every session is organically tied up together to achieve maximum learning efficiency. In addition, every activity done during the virtual laboratory session are recorded on database and will be provided to the learners as the printout report included their own experimental information and results. With this new system structure, the learners can compare theoretical and experimental data; develop their capability in designing and analyzing the circuits; and make use of auxiliary educational tools for understanding complicated concepts.  In the second stage, we have implemented efficient and cost-effective distance laboratory systems for practicing electrical/ electronic circuits, which can be used to eliminate the lack of reality occurred during virtual laboratory session. The use of simple and user-friendly design allows a large number of people to access our distance laboratory systems easily. Thus, self-guided advanced training is available even if many expensive types of equipment will not be provided in the on-campus laboratories. During distance laboratory session, the learners change the settings of the input signal and the values of circuit elements, observe the output waveform from the web camera, and obtain image information regarding their experimental results. The proposed virtual/distance laboratory systems can be used in stand-alone fashion, but to enhance learning efficiency we integrated them and developed a creative hybrid education system for engineering experiments. Our hybrid education system provides interactive learning environment and a new approach for the delivery of engineering experiments.

In this paper we present ImaginationTOOLS a new musical software useful to generate, analyze and synthesize sounds using mathematical models based on the Dynamical Systems and the Theory of the Chaos. The system allows to build and explore acoustical and musical concepts in a manipulatory way, creating network of object called TOOLS which behave as intelligent agents of different kinds (input, output, processes). By joining a specific agent with other agents, the user builds emergent acoustical/musical 3D graphs, both in synchronous and in asynchronous ways. This process of building musical compositions in a 3D environment in real time embodies the manipulation of objects and gives to the user the possibility to create, by using a process of auditory feed-back, aesthetical choices which well adapt with his/her musical ideas, so reducing the complexity of music composition. We think that the innovative characteristics of the software can really facilitate and improve the musical learning.

Computer-based lecture presentation systems have been widely used in classroom. Yet the teachers can not edit the slides in class according to the actual classroom feedback, which goes against active learning. Although Ink annotation can to some extent make up for lack of interactions, the geometry teachers’ requirements for freely drawing graphics and showing dynamic geometric figures in class can not be met. We propose a pen-based intelligent dynamic lecture system for geometry teachers, with which teachers can not only add annotations with ink, but also demonstrate dynamic graphics with pen gestures and draw graphics with sketches. A kind of Rule-And-Context-Based mode switch method is adopted to intelligently speculate the users’ intentions to make sure that using Ink, Gesture and Sketch together do not confuse the users. An informal evaluation has been setup and the result seems quite positive.

We propose an affective context-aware interactive learning media that provides dynamic feedbacks to human motions, speech, and affects in real time. The proposed framework perceives and keeps track of emotional state of student by employing affect recognition techniques in learning to encourage active participation, facilitate expressivities and bypass tool barriers through various interactive activities and dynamically adapts the interactive contents to current progress and states of individual student.

In order to describe the learning situations in the E-Learning environment reasonably and efficiently, making good use of the Ontology’s characteristics such as clear knowledge organization and explicit definition of concept and relation, a situation ontology model is presented in this paper. By deducing the different situations in the learning process in time, the learner’s emotion could be concluded. Different encouragement and helpful entertainment for learning are given according to the different emotion. Thus the learner’s learning interest would be stimulated more effectively and the learner’s learning efficiency would be raised greatly.