2 resultados para Complex problems

em Research Open Access Repository of the University of East London.


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Conventional taught learning practices often experience difficulties in keeping students motivated and engaged. Video games, however, are very successful at sustaining high levels of motivation and engagement through a set of tasks for hours without apparent loss of focus. In addition, gamers solve complex problems within a gaming environment without feeling fatigue or frustration, as they would typically do with a comparable learning task. Based on this notion, the academic community is keen on exploring methods that can deliver deep learner engagement and has shown increased interest in adopting gamification – the integration of gaming elements, mechanics, and frameworks into non-game situations and scenarios – as a means to increase student engagement and improve information retention. Its effectiveness when applied to education has been debatable though, as attempts have generally been restricted to one-dimensional approaches such as transposing a trivial reward system onto existing teaching materials and/or assessments. Nevertheless, a gamified, multi-dimensional, problem-based learning approach can yield improved results even when applied to a very complex and traditionally dry task like the teaching of computer programming, as shown in this paper. The presented quasi-experimental study used a combination of instructor feedback, real time sequence of scored quizzes, and live coding to deliver a fully interactive learning experience. More specifically, the “Kahoot!” Classroom Response System (CRS), the classroom version of the TV game show “Who Wants To Be A Millionaire?”, and Codecademy’s interactive platform formed the basis for a learning model which was applied to an entry-level Python programming course. Students were thus allowed to experience multiple interlocking methods similar to those commonly found in a top quality game experience. To assess gamification’s impact on learning, empirical data from the gamified group were compared to those from a control group who was taught through a traditional learning approach, similar to the one which had been used during previous cohorts. Despite this being a relatively small-scale study, the results and findings for a number of key metrics, including attendance, downloading of course material, and final grades, were encouraging and proved that the gamified approach was motivating and enriching for both students and instructors.

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The mammalian binaural cue of interaural time difference (ITD) and cross-correlation have long been used to determine the point of origin of a sound source. The ITD can be defined as the different points in time at which a sound from a single location arrives at each individual ear [1]. From this time difference, the brain can calculate the angle of the sound source in relation to the head [2]. Cross-correlation compares the similarity of each channel of a binaural waveform producing the time lag or offset required for both channels to be in phase with one another. This offset corresponds to the maximum value produced by the cross-correlation function and can be used to determine the ITD and thus the azimuthal angle θ of the original sound source. However, in indoor environments, cross-correlation has been known to have problems with both sound reflections and reverberations. Additionally, cross-correlation has difficulties with localising short-term complex noises when they occur during a longer duration waveform, i.e. in the presence of background noise. The crosscorrelation algorithm processes the entire waveform and the short-term complex noise can be ignored. This paper presents a technique using thresholding which enables higher-localisation abilities for short-term complex sounds in the midst of background noise. To determine the success of this thresholding technique, twenty-five sounds were recorded in a dynamic and echoic environment. The twenty-five sounds consist of hand-claps, finger-clicks and speech. The proposed technique was compared to the regular cross-correlation function for the same waveforms, and an average of the azimuthal angles determined for each individual sample. The sound localisation ability for all twenty-five sound samples is as follows: average of the sampled angles using cross-correlation: 44%; cross-correlation technique with thresholding: 84%. From these results, it is clear that this proposed technique is very successful for the localisation of short-term complex sounds in the midst of background noise and in a dynamic and echoic indoor environment.