Diseo de escenarios interactivos de aprendizaje con realidad - - PowerPoint PPT Presentation

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Diseo de escenarios interactivos de aprendizaje con realidad - - PowerPoint PPT Presentation

Dec 14, 2023 310 likes •870 views

Diseo de escenarios interactivos de aprendizaje con realidad aumentada para experiencias de computacin creativa Doctorado en Ingeniera Informtica 2016/17 Juan Manuel Dodero Beardo juanma.dodero@uca.es 5 Marzo 2017 Software Process

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Diseño de escenarios interactivos de aprendizaje con realidad aumentada para experiencias de computación creativa

Juan Manuel Dodero Beardo Software Process Improvement Research Group Departamento de Ingeniería Informática Universidad de Cádiz juanma.dodero@uca.es

Doctorado en Ingeniería Informática 2016/17 5 Marzo 2017 Facultad de Informática Universidad Complutense de Madrid

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What is Creative Computing?

(Brennan, Balch & Chung – Har Harvar ard d Gr Grad ad Sc School of Edu Educat ation)

CC is about Creativity

CS and computing-related fields have long been introduced to [young] people disconnected from their interests– emphasizing technical detail

  • ver creative potential

CC is about Empowerment

Many [young] people with access to computers participate as consumers, rather than designers or creators

CC is about… Computing

Creating computational artifacts supports [young] people’s development as computational thinkers in all aspects of their lives, across disciplines and contexts

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Antecedents

Computational Thinking > Seymour Papert (1981) “programming the computer to […] establish an intimate contact with some of the deepest ideas from science, from maths, and from the art of intellectual model building.” > Jeannette M. Wing (2006) > STEM Computing in Education > Mark Guzdial (Georgia Tech) “There is no reliable research showing that computing makes

  • ne more creative or more able

to problem-solve.” “For the same reasons people should understand biology, chemistry or physics, it makes a lot of sense to understand computing in our lives” > STEM+C Computing and Humanities (STEAM) > S. Krishnamurthi (Brown U.) “we are just overly intoxicated with computer science” > English student (Stanford): “I don’t see myself as having skills missing […] When you are analyzing Melville, you have to unpack that language and synthesize it back”

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Program or be programmed

The debate over whether the Net is good or bad for us fills the airwaves and the blogosphere. But for all the heat of claim and counter-claim, the argument is essentially beside the point: it’s here; it’s everywhere. The real question is, do we direct technology, or do we let ourselves be directed by it and those who have mastered it? “Choose the former,” writes Rushkoff, “and you gain access to the control panel of civilization. Choose the latter, and it could be the last real choice you get to make.”

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But… in a mobile world context

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with a mixed reality…

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gestural interactions…

Leap motion

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empowered by gadgets and wearables…

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…in a cyber-physical brave new world

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Where is the teacher?

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What about assessment?

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Learning Analytics: Who is going to build this?

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Computer Scientists only?

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Involve teachers in the creation of their own extended {mobile, AR, gestural,…} learning scenarios using creative computing

Motivation

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Focus

Mobile devices Augmented reality Gestural interactions Learning analytics

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State of the art: e.g. augmented reality tools

For programmers For non programmers

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Visual programming languages can help to develop creative computing abilities to build such extended learning scenarios

General hypothesis

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State of the art: Visual Languages

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Authoring framework

http://vedils.uca.es

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Based on AppInventor

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Existing components

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Specific objectives

Augmented reality

> Marker, text and image recognizing

3D Engine

> 3D interactive objects (.OBJ, .3DS, .MD2, etc.)

Gesture interaction

> Hand gestures > Arm movements

Learning analytics

> Cloud store of interaction data > Queries + datatables + charts

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Extensions

Augmented reality

> Marker, text and image recognizing

3D Engine

> 3D interactive objects (.OBJ, .3DS, .MD2, etc.)

Gesture interaction

> Hand/arm gestures

Learning analytics

> Cloud store of interaction data > Queries + datatables + charts

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Extension of the visual language to build augmented-reality mobile apps

Specific objective 1

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VEDILS AR components

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Use machines and tools for a torque test lab task assignment, preventing damage to the equipment and uncompromising the student’s safety

Case study: material resistance lab

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Mobile App development

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Image recognition

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Creating 3D models

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App behavior programming

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Lab development

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Extension of the visual language to build learning analytics mobile apps

Specific objective 2

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VEDILS LA components

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ActivityTracker selectable automatic tracking

Global Actions Focused action (e.g. button)

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ActivityTracker blocks

http://www.eclipse.org/aspectj/

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ActivityTracker tracked data

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ActivitySimpleQuery design

DistinctResults: To avoid duplicated results. FieldsToRetrieve: Data to recover from the data storage TableId: Google Fusion Tables id

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ActivityAggregationQuery design

Group By: Fields to group the results MetricsToRetrieve: aggregations

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DataTable & Chart design

Query: Query from which obtain data Height/width: dimensions in screen Visible: To show/hide the table/chart ChartType: (currently) line/bar chart IndexFor[Category/Value]Axis: data index [Category/Value]AxisTitle: label

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Teacher implementation of Who am I? game in a German language course including augmented reality

Case study: Foreign language learning

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Learning analytics capabilities

Google Fusion Tables data > Ejemplo: Wir Ben Ich Pentaho dashboard > Projects > Users

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Interactions > Compilation of students’ interactions relevant for assessment : e.g. number of attempts to guess a character, characters that are more difficult to guess, etc.

Learning analytics results

Survey > Inside the app to know learners’ opinion

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University of Algarve, Mechanical Engineering, “Design I” class Learn foundations of technical drawing including perspectives

Case study: Technical Drawing

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APP BASED ON AUGMENTED REALITY

Welcome screen Rendering 3D models Survey on useful of the application.

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Different display types

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Extended information

Touching the graph you obtain more detailed information

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Extension of the visual language to build gadget-enriched mobile apps

Specific objective 3

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VEDILS HMI components

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http://emphasys.uca.es/

Case study: e-Health project

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Ease the creation of enriched mobile apps by non- programmers Create and visualize assessment information from the app

Conclusions

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Integration with data mining libraries to ease assessment interpretation Version of the authoring framework to develop eHealth gadget-enriched mobile apps http://emphasys.uca.es/ Not only low cost devices: HTC Vive, Hololens, etc.

Future work

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VEDILS LA Demo: simple query + data table

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VEDILS LA Demo: aggregation query + chart

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Thanks

http://vedils.uca.es

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Images from:

http://elearningindustry.com/augmented-future-elearning-augmented-reality-elearning http://www.educatorstechnology.com/2013/06/20-ways-to-use-augmented-reality-in.html