Using immersive game-based virtual reality to teach fire-safety skills to children

Virtual reality (VR) has been used both to simulate situations that are too dangerous to practice in real life and as a tool to help children learn. This study was conducted as part of a larger more comprehensive long-term research project which aims to combine the two techniques and demonstrate a novel application of the result, using immersive VR to help children learn about fire hazards and practice escape techniques. In the current study, a CAVE was used to immerse participants in a fire scene. To improve the children’s motivation for learning over prior VR fire-safety training methods, game-like interface interaction techniques were used and students were encouraged to explore the virtual world. Rather than being passive viewers, as in prior related studies, the children were given full control to navigate through the virtual environment and to interact with virtual objects using a game pad and a 6DOF wand. Students identified home fire hazards with a partner and then practiced escaping from a simulated fire in the virtual environment. To test for improved motivation, a user study was completed. Results indicate that students were more engaged by the new game-like learning environment and that they reported that they found the experience fun and intriguing. Their enhanced enthusiasm for what is relatively standard fire-safety information demonstrates the promise of using game-based virtual environments for vital but otherwise tedious fire-safety skills training for children.     

Incremental learning of gestures for human–robot interaction

For a robot to cohabit with people, it should be able to learn people’s nonverbal social behavior from experience. In this paper, we propose a novel machine learning method for recognizing gestures used in interaction and communication. Our method enables robots to learn gestures incrementally during human–robot interaction in an unsupervised manner. It allows the user to leave the number and types of gestures undefined prior to the learning. The proposed method (HB-SOINN) is based on a self-organizing incremental neural network and the hidden Markov model. We have added an interactive learning mechanism to HB-SOINN to prevent a single cluster from running into a failure as a result of polysemy of being assigned more than one meaning. For example, a sentence: “Keep on going left slowly” has three meanings such as, “Keep on (1)”, “going left (2)”, “slowly (3)”. We experimentally tested the clustering performance of the proposed method against data obtained from measuring gestures using a motion capture device. The results show that the classification performance of HB-SOINN exceeds that of conventional clustering approaches. In addition, we have found that the interactive learning function improves the learning performance of HB-SOINN.     

SubSafe: a games-based training system for submarine safety and spatial awareness (Part 1)

Recent advances in hardware and software technologies for computer games have proved to be more than capable of delivering quite detailed virtual environments on PC platforms and gaming consoles for so-called “serious” applications, at a fraction of the cost than was the case 8 years ago. SubSafe is a recent example of what can be achieved in part-task naval training applications using gaming technologies, exploiting freely available, freely distributable software. SubSafe is a proof-of-concept demonstrator that presents end users with an interactive, real-time three-dimensional model of part of a Trafalgar Class submarine. This “Part 1” paper presents the background to the SubSafe project and outlines the experimental design for a pilot study being conducted between August 2008 and January 2009, in conjunction with the Royal Navy’s Submarine School in Devonport. The study is investigating knowledge transfer from the classroom to a real submarine environment (during week 7 of the students’ “Submarine Qualification Dry” course), together with general usability and interactivity assessments. Part 2 of the paper (to be completed in early 2009) will present the results of these trials and consider future extensions of the research into other submarine training domains, including periscope ranging and look-interval assessment skills, survival systems deployment training and the planning and rehearsal of submersible rescue operations.     

Will virtual education initiatives succeed?

The use of information technology to enhance teaching and learning processes has been practiced for a number of years now. However, the rapid growth in the use of the Internet has led to a new dimension in interactive and collaborative learning anytime and anyplace dynamically. With the explosion of “virtual education initiatives”, the question of the feasibility and success criteria for such projects quickly arises. To address the question in an organized way, we propose a project assessment based on critical success factors. Hence, in this article, we draw on a widely recognized critical success factor framework. We (slightly) adjust the framework to fit the special characteristics of virtual education initiatives, and apply to one case study, namely the virtual education initiative at the Faculty of Business at the City University of Hong Kong. The results suggest that the past success of the case is due to the adherence to the large majority of critical success factors. However, it also outlines some areas of concern. The paper concludes with a discussion on the strength and limitations of virtual learning environment as well as future directions. This revised version was published online in July 2006 with corrections to the Cover Date.     

Learning medicine through collaboration and action: collaborative,experiential, networked learning environments

The SUMMIT Lab and William LeRoy Heinrichs, at Stanford University, were honored to be the 2002 awardees of the Satava Award for Virtual Reality in Medicine. Since the award, the group has followed two main threads of research, which we describe below. The first, “building a high-performance, network-aware, collaborative learning environment” has investigated the framework and components needed when students in multiple locations collaborate using computation-intensive simulations and large image datasets. The second thread, “online, interactive human physiology for medical education and training”, has focused on the application of interactive physiology models embedded in 3D visualizations of virtual patients in naturalistic medical environments. These environments support immersive, experiential learning where students act as medical providers and manage authentic medical events and crises. These research efforts, and our conclusions, are presented in the chapter below.     

严肃游戏中虚拟角色行为建模综述

严肃游戏是计算机游戏一个新的发展方向,可以提供形象互动的模拟教学环境,已经广泛应用于科学教育、康复医疗、应急管理、军事训练等领域。虚拟角色是严肃游戏中模拟具有生命特征的图形实体,行为可信的虚拟角色能够提升用户使用严肃游戏的体验感。严肃游戏中的图形渲染技术已经逐步成熟,而虚拟角色行为建模的研究尚在初级阶段。可信的虚拟角色必须能够具有感知、情绪和行为能力。本文分别从游戏剧情与行为、行为建模方法、行为学习和行为建模评价等4个方面来分析虚拟角色行为建模研究。分析了有限状态机和行为树的特点,讨论了虚拟角色的行为学习方法。指出了强化学习的关键要素,探讨了深度强化学习的应用途径。综合已有研究,归纳了虚拟角色行为框架,该框架主要包括感觉输入、知觉分析、行为决策和动作4大模块。从情感计算的融入、游戏剧情和场景设计、智能手机平台和多通道交互4个角度讨论需要进一步研究的问题。虚拟角色的行为建模需要综合地考虑游戏剧情、机器学习和人机交互技术,构建具有自主感知、情绪、行为、学习能力、多通道交互的虚拟角色能够极大地提升严肃游戏的感染力,更好地体现寓教于乐。     

Dynamic Bayesian approach for detecting cheats in multi-player online games

Massively multi-player games hold a huge market in the digital entertainment industry. Companies invest heavily in game developments since a successful online game can attract millions of users, and this translates to a huge investment payoff. However, multi-player online games are also subjected to various forms of “hacks” and “cheats”. Hackers can alter the graphic rendering to reveal information otherwise be hidden in a normal game, or cheaters can use software robots to play the game automatically and thus gain an unfair advantage. To overcome these problems, some popular online games release software patches constantly to block “known” hacks or incorporate anti-cheating software to detect “known” cheats. This not only creates deployment difficulty but new cheats will still be able to breach the normal game logic until software patches or updates of the anti-cheating software are available. Moreover, the anti-cheating software themselves are also vulnerable to hacks. In this paper, we propose a “scalable” and “efficient” method to detect whether a player is cheating or not. The methodology is based on the dynamic Bayesian network approach. The detection framework relies solely on the game states and runs in the game server only. Therefore, it is invulnerable to hacks and it is a much more deployable solution. To demonstrate the effectiveness of the proposed method, we have implemented a prototype multi-player game system to detect whether a player is using any “aiming robot” for cheating or not. Experiments show that the proposed method can effectively detect cheaters on a first-person shooter game with extremely low false positive rate. We believe the proposed methodology and the prototype system provide a first step toward a systematic study of cheating detection and security research in the area of online multi-player games.     

Student Proof Exercises Using MathsTiles and Isabelle/HOL in an Intelligent Book

The Intelligent Book project aims to improve online education by designing materials that can model the subject matter they teach, in the manner of a reactive learning environment. In this paper, we investigate using an automated proof assistant, particularly Isabelle/HOL, as the model supporting first year undergraduate exercises in which students write proofs in number theory. Automated proof assistants are generally considered to be difficult for novices to learn. We examine whether, by providing a very specialized interface, it is possible to build something that is usable enough to be of educational value. To ensure students cannot “game the system” the exercise avoids tactic-choosing interaction styles but asks the student to write out the proof. Proofs are written using MathsTiles: composable tiles that resemble written mathematics. Unlike traditional syntax-directed editors, MathsTiles allows students to keep many answer fragments on the canvas at the same time and does not constrain the order in which an answer is written. Also, the tile syntax does not need to match the underlying Isar syntax exactly, and different tiles can be used for different questions. The exercises take place within the context of an Intelligent Book. We performed a user study and qualitative analysis of the system. Some users were able to complete proofs with much less training than is usual for the automated proof assistant itself, but there remain significant usability issues to overcome.     

Hierarchical optimization of personalized experiences for e-Learning systems through evolutionary models

Recent researches in e-Learning area highlight the need to define novel and advanced support mechanism for commercial and academic organizations in order to enhance the skills of employees and students and, consequently, to increase the overall competitiveness in the new economy world. This is due to the unbelievable velocity and volatility of modern knowledge that require novel learning methods which are able to offer additional support features as efficiency, task relevance and personalization. This paper tries to deal with these features by proposing an adaptive e-Learning framework based on Computational Intelligence methodologies by supporting e-Learning systems’ designers in two different aspects: (1) they represent the most suitable solution, able to support learning content and activities, personalized to specific needs and influenced by specific preferences of the learner and (2) they assist designers with computationally efficient methods to develop “in time” e-Learning environments. Our work attempts to achieve both results by exploiting an ontological representation of learning environment and a hierarchical memetic approach of optimization. In detail, our approach takes advantage of a collection of ontological models and processes for adapting an e-Learning system to the learner expectations by efficiently solving a well-defined optimization problem, through a hierarchical multi-cores memetic approach.     

Measuring with Murray: Touchscreen technology and preschoolers' STEM learning

American students rank well below international peers in the disciplines of science, technology, engineering, and mathematics (STEM). Early exposure to STEM-related concepts is critical to later academic achievement. Given the rise of tablet-computer use in early childhood education settings, interactive technology might be one particularly fruitful way of supplementing early STEM education. Using a between-subjects experimental design, we sought to determine whether preschoolers could learn a fundamental math concept (i.e., measurement with non-standard units) from educational technology, and whether interactivity is a crucial component of learning from that technology. Participants who either played an interactive tablet-based game or viewed a non-interactive video demonstrated greater transfer of knowledge than those assigned to a control condition. Interestingly, interactivity contributed to better performance on near transfer tasks, while participants in the non-interactive condition performed better on far transfer tasks. Our findings suggest that, while preschool-aged children can learn early STEM skills from educational technology, interactivity may only further support learning in certain contexts.     

基于C/S模式的软件工程网络教学系统设计与实现

针对于软件工程专业设计基于C/S模式的网络教学系统包括课件、题库与操作实践3部分组成。系统设计将教学内容模块化,划分为课件模块、实时互动教学模块、题库模块、资源下载模块和学习交流模块,内容包含有文字资料、视频资料和图片资料,采用C/S模式,以网页的形式展现在系统前台。该系统不仅能够实现学生点播学习、教师远程实时授课、师生在线互动等功能,并且能够为学生提供在线阶段性知识掌握情况测评,为师生打造了良好的网络学习环境。     

Gamified learning through unity 3D in visualizing environments

Gamified learning has been proven to have the potential for promoting the quality of learning by better engaging students in the learning process. The goal of this study is to create an immersive 3D learning environment where a game is integrated into virtual exhibitions so as to inspire high-school students’ motivation and raise learning performance in humanities courses. In this paper, we developed a framework of virtual exhibitions by combining Unity game engine with a novel 3D JanusVR browser. The survey results from a group of students, whose ages range between 15 and 16, indicate that the proposed virtual exhibitions efficiently capture the attention of students and improve interests to learn history in comparison with traditional teaching and online webpages.

     

Mobile phone-based mixed reality: the Snap2Play game

The ubiquity of camera phones provides a convenient platform to develop immersive mixed-reality games. In this paper we introduce such a game which is loosely based on the popular card game “Memory”, where players are asked to match a pair of identical cards among a set of overturned cards by revealing only two cards at a time. In our game, the players are asked to match a “digital card”, which corresponds to a scene in a virtual world, to a “physical card”, which is an image of a scene in the real world. The objective is to convey a mixed-reality sensation. Cards are matched with a scene identification engine which consists of multiple classifiers trained on previously collected images. We present our comprehensive overall game design, as well as implementation details and results. We also describe how we constructed our scene identification engine and its performance. Finally, we present an analysis of player surveys to gauge the potential market acceptance.

Effectiveness of MMORPG‐based instruction in elementary English education in Korea

This study investigated the effectiveness of massive multiplayer online role‐playing game (MMORPG)‐based (massive multiplayer online role‐playing game) instruction in elementary English education. The effectiveness of the MMORPG program was compared with face‐to‐face instruction and the independent variables (gender, prior knowledge, motivation for learning, self‐directed learning skills, computer skills, game skills, computer capacity, network speed, and computer accessibility) were examined to see how accurately achievement was predicted in MMORPG instruction. The results indicated that students studying English utilizing online role‐playing games showed higher scores in areas of listening, reading, and writing than those who attended face‐to‐face instruction classes. It was also found that prior knowledge, motivation for learning, and network speed were factors affecting achievement in English learning. These findings suggest that MMORPGs can play an important role in improving English communicative skills.     

Using a Murder Mystery to Teach Evaluation Skills: A Case Study

Evaluation of sources and information is an important part of information literacy and the research process. Evaluation skills and their application to daily life might be reduced to a checklist in a one-shot lesson or a semester-long information literacy class. To demonstrate the transferability of evaluation skills, one teaching librarian created an active-learning, online murder mystery to engage students. Instructors have established using games as an active-learning lesson in the face-to-face classroom. A murder mystery game challenges students to evaluate information from the course, verify the information using online searches, and demonstrate critical thinking skills in the context of a game. This case study explains the rationale of using such a game in an online, semester-long class, the process of creating the mystery, and its benefits in the virtual classroom.     

Exploring the learning effectiveness of financial literacy from the microworld perspective: Evidence from the simulated transactional interactive concurrent system

Because the microworld can create a learning environment that allows learners to interact with the real world, the view of the microworld has been widely used in education and training. In this study, the simulated transactional interactive concurrent system (STICS) was used to provide an environment that simulates the stock market trading of the Taiwan Stock Exchange; the goal is to explore the effectiveness of using STICS in enhancing the financial literacy of students. This study adopts a quasi-experimental design approach and divides students into two groups. The intervention group was made up of 42 students who learned financial knowledge aided by STICS, with a comparison group consisting of 43 students who learned with traditional lecturing and dictating methods. The study found that learners who used the STICS as an aid to learn financial knowledge had significantly better learning effectiveness than those who did not use STICS, in terms of motivation, attitude, and achievement. The intervention group also made significant improvements in average scores in learning motivation and achievement after 8 weeks of experimental teaching and learning.     

Critical thinking in E-learning environments

One of the primary aims of higher education in today’s information technology enabled classroom is to make students more active in the learning process. The intended outcome of this increased IT-facilitated student engagement is to foster important skills such as critical thinking used in both academia and workplace environments. Critical thinking (CT) skills entails the ability(ies) of mental processes of discernment, analysis and evaluation to achieve a logical understanding. Critical thinking in the classroom as well as in the workplace is a central theme; however, with the dramatic increase of IT usage the mechanisms by which critical thinking is fostered and used has changed. This article presents the work and results of critical thinking in a virtual learning environment. We therefore present a web-based course and we assess in which parts of the course, and to what extent, critical thinking was perceived to occur. The course contained two categories of learning modules namely resources and interactive components. Critical thinking was measured subjectively using the ART scale. Results indicate the significance of “interactivity” in what students perceived to be critical-thinking-oriented versus online material as a resource. Results and opportunities that virtual environments present to foster critical thinking are discussed.     

How gamers manage aggression: Situating skills in collaborative computer games

In the discussion on what players learn from digital games, there are two major camps in clear opposition to each other. As one side picks up on negative elements found in games the other side focuses on positive aspects. While the agendas differ, the basic arguments still depart from a shared logic: that engagement in game-related activities fosters the development of behaviors that are transferred to situations beyond the game itself. With an approach informed by ethnomethodology, in this paper we probe the underlying logic connected to studies that argue for such general effects of games. By focusing on proficient gamers involved in the core game activity of boss encounters in a massively multiplayer online game, we examine the fundamentals that must be learnt and mastered for succeeding in an ordinary collaborative gaming practice where aggression is portrayed. On the basis of our empirical analysis we then address the contentious links between concrete instances of play and generic effects. As expected, the results point to “aggression” as well as “collaboration” as major components in the gaming experience, but our analysis also suggests that the practices associated with these notions are locally tied to the game. Based on these results, we propose that to reverse this relationship and claim that game environments foster collaboration or aggression in general first assumes strong theoretical claims about the nature of cognition and learning, and second, risks confusing the debate with hyperbole.     

基于Q学习Robocup前锋的射门训练

3D仿真机器人是当今人工智能领域里一个极富挑战性的高技术密集型项目。在Robocup 3D比赛中,由于现今球队的人数较少,一个球队的进攻能力往往取决于前锋的个人能力,因此增强前锋的射门能力就显得十分重要。Q学习是一种重要的强化学习方法,将Q学习用到Robocup仿真环境中,使智能体通过在线学习获得射门技巧,并且通过实际比赛证明了算法的有效性。     

Leveling up: Are non-gamers and women disadvantaged in a virtual world classroom?

Today's young gamers are tomorrow's students who expect more immersion from their online learning experiences. Teachers and administrators, however, must ask are some students at a disadvantage in such a class and does gender play a role? We examine the degree to which gaming experience and gender influence sense of presence in a virtual world learning classroom. Feelings of presence are key to involvement in virtual worlds. Participants, 348 undergraduates, interacted within a custom designed virtual world classroom focusing business negotiation skills. Results reveal that while gaming experience gives a slight advantage, lack of previous software ownership and gender do not put learners at a disadvantage. This finding shows that non-gamers and females can equally participate in a virtual world classroom, relieving concerns of adoption.