Visualization of a student predictive model for 3D virtual environments driven to procedural training

This document presents theimplementation ofa Student Behavior Predictor Viewer(SBPV)for a student predictive model. The student predictive model is part of an intelligent tutoring system, and is built from logs of students’ behaviors in the “Virtual Laboratory of Agroforestry Biotechnology”implemented in a previous work.The SBPVis a tool for visualizing a 2D graphical representationof the extended automaton associated with any of the clusters ofthe student predictive model. Apart from visualizing the extended automaton, the SBPV supports the navigation across the automaton by means of desktop devices. More precisely, the SBPV allows user to move through the automaton, to zoom in/out the graphic or to locate a given state. In addition, the SBPV also allows user to modify the default layout of the automaton on the screen by changing the position of the states by means of the mouse. To developthe SBPV, a web applicationwas designedand implementedrelying on HTML5, JavaScript and C#.

A multiple intelligences theory-based 3D virtual lab environment for digital systems teaching.

This paper describes a 3D virtual lab environment that was developed using OpenSim software integrated into Moodle. Virtuald software tool was used to provide pedagogical support to the lab by enabling to create online texts and delivering them to the students. The courses taught in this virtual lab are methodologically in conformity to theory of multiple intelligences. Some results are presented.

Textual communication in Virtual Environments for real world interaction

Ever since man invented writing he has used text to store and distribute his thoughts. With the advent of computers and the Internet the delivery of these messages has become almost instant. Textual conversations can now be had regardless of location or distance. Advances in computational power for 3D graphics are enabling Virtual Environments(VE) within which users can become increasingly more immersed. By opening these environments to other users such as initially through sharing these text conversations channels, we aim to extend the immersed experience into an online virtual community. This paper examines work that brings textual communications into the VE, enabling interaction between the real and virtual worlds.

"Where am I?" Impact of display and content variables on spatial presence and comprehension in virtual environments

Forgetting immediate physical reality and having awareness of one�s location in the simulated world is critical to enjoyment and performance in virtual environments be it an interactive 3D game such as Quake or an online virtual 3d community space such as Second Life. Answer to the question "where am I?" at two levels, whether the locus is in the immediate real world as opposed to the virtual world and whether one is aware of the spatial co-ordinates of that locus, hold the key to any virtual 3D experience. While 3D environments, especially virtual environments and their impact on spatial comprehension has been studied in disciplines such as architecture, it is difficult to determine the relative contributions of specific attributes such as screen size or stereoscopy towards spatial comprehension since most of them treat the technology as monolith (box-centered). Using a variable-centered approach put forth by Nass and Mason (1990) which breaks down the technology into its component variables and their corresponding values as its theoretical basis, this paper looks at the contributions of five variables (Stereoscopy, screen size, field of view, level of realism and level of detail) common to most virtual environments on spatial comprehension and presence. The variable centered approach can be daunting as the increase in the number of variables can exponentially increase the number of conditions and resources required. We overcome this drawback posed by adoption of such a theoretical approach by the use of a fractional factorial design for the experiment. This study has completed the first wave of data collection and starting the next phase in January 2007 and expected to complete by February 2007. Theoretical and practical implications of the study are discussed.

Automatic camera control in virtual environments augmented using multiple sparse videos

Automated virtual camera control has been widely used in animation and interactive virtual environments. We have developed a multiple sparse camera based free view video system prototype that allows users to control the position and orientation of a virtual camera, enabling the observation of a real scene in three dimensions (3D) from any desired viewpoint. Automatic camera control can be activated to follow selected objects by the user. Our method combines a simple geometric model of the scene composed of planes (virtual environment), augmented with visual information from the cameras and pre-computed tracking information of moving targets to generate novel perspective corrected 3D views of the virtual camera and moving objects. To achieve real-time rendering performance, view-dependent textured mapped billboards are used to render the moving objects at their correct locations and foreground masks are used to remove the moving objects from the projected video streams. The current prototype runs on a PC with a common graphics card and can generate virtual 2D views from three cameras of resolution 768 x 576 with several moving objects at about 11 fps. (C)2011 Elsevier Ltd. All rights reserved.

Language Learning in 3D Virtual World

Second Life (SL) is an ideal platform for language learning. It is called a Multi-User Virtual Environment, where users can have varieties of learning experiences in life-like environments. Numerous attempts have been made to use SL as a platform for language teaching and the possibility of SL as a means to promote conversational interactions has been reported. However, the research so far has largely focused on simply using SL without further augmentations for communication between learners or between teachers and learners in a school-like environment. Conversely, not enough attention has been paid to its controllability which builds on the embedded functions in SL. This study, based on the latest theories of second language acquisition, especially on the Task Based Language Teaching and the Interaction Hypothesis, proposes to design and implement an automatized interactive task space (AITS) where robotic agents work as interlocutors of learners. This paper presents a design that incorporates the SLA theories into SL and the implementation method of the design to construct AITS, fulfilling the controllability of SL. It also presents the result of the evaluation experiment conducted on the constructed AITS.

Adaptive fuzzy knowledge-based systems for control metabots' mobility on virtual environments

The confluence of three-dimensional (3D) virtual worlds with social networks imposes on software agents, in addition to conversational functions, the same behaviours as those common to human-driven avatars. In this paper, we explore the possibilities of the use of metabots (metaverse robots) with motion capabilities in complex virtual 3D worlds and we put forward a learning model based on the techniques used in evolutionary computation for optimizing the fuzzy controllers which will subsequently be used by metabots for moving around a virtual environment.

Can exocentric direction be dissociated from its exocentric distance in virtual environments?

We conducted two psychophysical experiments to investigate the relationship between processing mechanisms for exocentric distance and direction. In the first experiment, the task was to discriminate exocentric distances. In the second one, the task was to discriminate exocentric directions. The individual effects of distance and direction on each task were dissociated by analyzing their corresponding psychophysical functions. Under stereoscopicviewing conditions, distancejudgments of excentric intervals were not affected by exocentric direction. However, directionjudgments were influenced by the distance between the pair of stimuli. Therefore, the mechanism processing exocentric direction is dependent on exocentric distance, but the mechanism processing exocentric distance does not require exocentric: direction measures. As a result, we suggest that exocentric distance and direction are hierarchically processed, with distance preceding direction. Alternatively, and more probably, a necessary condition for processing the exocentric direction between two stimuli may be to know the location of each of them.

Smart object for 3D interaction

This paper reports on the creation of an interface for 3D virtual environments, computer-aided design applications or computer games. Standard computer interfaces are bound to 2D surfaces, e.g., computer mouses, keyboards, touch pads or touch screens. The Smart Object is intended to provide the user with a 3D interface by using sensors that register movement (inertial measurement unit), touch (touch screen) and voice (microphone). The design and development process as well as the tests and results are presented in this paper. The Smart Object was developed by a team of four third-year engineering students from diverse scientific backgrounds and nationalities during one semester.

Los entornos virtuales como herramienta sustituta del laboratorio "real" y como complemento de la enseñanza de Química a alumnos de Ingeniería. Virtual environments as substitute tools for the "conventional" laboratories and as a complement for Chemistry teaching to Engineering students.

El presente proyecto se plantea el siguiente problema de investigación:¿Cuál es la eficacia de los entornos virtuales de enseñanza para optimizar los aprendizajes de Química? Se sostiene la hipótesis de que los entornos virtuales de enseñanza, empleados como mediación instrumental, son eficaces para optimizar los aprendizajes de química, particularmente facilitando la vinculación y reversibilidad entre "mundo micro y macroscópico"; capacidad que usualmente sólo se atribuye al trabajo experimental de laboratorio. Los objetivos propuestos son: Determinar la eficacia de entornos virtuales de enseñanza, como mediaciones instrumentales, para optimizar los aprendizajes de química en estudiantes de ingeniería. Implementar un entrono virtual de enseñanza de química, diseñado como mediación instrumental y destinado a estudiantes de dos carreras de ingeniería del IUA. Evaluar el desarrollo y los resultados de la innovación introducida. Comparar los resultados de la innovación con los resultados de la enseñanza usual. Derivar conclusiones acerca de la eficacia de la innovación propuesta. Socializar el conocimiento producido en ámbitos científico-tecnológicos reconocidos. Se generará un aula virtual en plataforma Educativa y utilidzando el laboratorio de computación de la institución se buscará desarrollar laboratorios virtuales donde se propondrán actividades de simulación de trabajo experimental. Los resultados esperados son: - Un Aula Virtual que cumpla funciones análogas a las de un laboratorio experimental. - Información válida y confiable acerca de la eficacia de la misma como medio para optimizar los aprendizajes de química. - Publicaciones en ámbitos científico-tecnológicos reconocidos que sometan a juicio público la innovación y la investigación efectuadas. La importancia del proyecto radica principalmente en poner a prueba la eficacia de los entornos virtuales para optimizar los aprendizajes de química, analogando tareas usualmente limitadas al trabajo experimental de laboratorio. Su pertinencia apunta a un replanteo del curriculo de los cursos de Química para estudiantes de Ingeniería.

Dynamic potential fields for guided exploration in virtual environments

Dynamic potential fields, guided exploration, virtual environments, navigation

PERSONAL(ONTO) : Personalizing the Learning Process in Virtual Environments by means of Adaptive Formative Itineraries based on Reusable Learning Objects and Ontologies TIN2006-15107-C02

Personalization in e-learning allows the adaptation of contents, learning strategiesand educational resources to the competencies, previous knowledge or preferences of the student. This project takes a multidisciplinary perspective for devising standards-based personalization capabilities into virtual e-learning environments, focusing on the conceptof adaptive learning itinerary, using reusable learning objects as the basis of the system and using ontologies and semantic web technologies.

Characterization and Application of Educational Virtual Environments for Science Teaching in Secondary School

This work describes the characteristics of a representative set of seven different virtual laboratories (VLs) aimed for science teaching in secondary school. For this purpose, a 27-item evaluation model that facilitates the characterization of the VLs was prepared. The model takes into account the gaming features, the overall usability, and also the potential to induce scientific literacy. Five of the seven VLs were then tested with two larger and highly heterogenic groups of students, and in two different contexts – biotechnology and physics, respectively. It is described how the VLs were received by the students, taking into account both their motivation and their self-reported learning outcome. In some cases, students’ approach to work with the VLs was recorded digitally, and analyzed qualitatively. In general, the students enjoyed the VL activities, and claimed that they learned from them. Yet, more investigation is required to address the effectiveness of these tools for significant learning.