Education Papers

Permanent URI for this collection

https://diglib.eg.org/handle/10.2312/278
ED1: Enhancement of Education Methods

A Computer Animation System for Creating Deaf-Accessible Math and Science Curriculum Materials

[meta data] [files:
001-008.pdf ,
asl_system.mp4 ,
butterflies_activity.mov
]
Hayward, Kyle
; 
Adamo-Villani, Nicoletta
; 
Lestina, Jason
ED1: Enhancement of Education Methods

Using Augmented Reality as a Medium to Assist Teaching in Higher Education

[meta data] [files:
009-016.pdf
]
Liarokapis, Fotis
; 
Anderson, Eike Falk
ED2: Games and Learning

Intelligent Games for Education - An Intention Monitoring Approach based on Dynamic Bayesian Network

[meta data] [files:
025-032.pdf
]
Cheng, Irene
; 
Chen, Feng
; 
Rodrigues, Saul Daniel
; 
Pañella, Oscar Garcia
; 
Vicent, Lluis
; 
Basu, Anup
ED1: Enhancement of Education Methods

Digitizing Data: Computational Thinking for Middle School Students through Computer Graphics

[meta data] [files:
017-024.pdf
]
Cutler, Robb
; 
Hutton, Michelle
ED2: Games and Learning

No More Reinventing the Virtual Wheel: Middleware for Use in Computer Games and Interactive Computer Graphics Education

[meta data] [files:
033-040.pdf ,
middleware_survey.pdf
]
Anderson, Eike Falk
; 
Peters, Christopher E.
ED2: Games and Learning

Experimental Feedback on Prog and Play, a Serious Game for Programming Practice

[meta data] [files:
041-048.pdf ,
prog_and_play_en.mpg
]
Muratet, Mathieu
; 
Torguet, Patrice
; 
Viallet, Fabienne
; 
Jessel, Jean-Pierre
ED3: Teaching Through Visualization

Computer Graphics for Information System Programmers

[meta data] [files:
057-062.pdf
]
Linares-Pellicer, Jordi
; 
Carrasquer-Moya, Empar
; 
Esparza-Peidro, Javier
; 
Micó-Tormos, Pau
ED3: Teaching Through Visualization

Educating Students in Official Statistics using Embedded Geovisual Analytics Storytelling Methods

[meta data] [files:
049-056.pdf
]
Jern, Mikael
ED3: Teaching Through Visualization

Using VisTrails and Provenance for Teaching Scientific Visualization

[meta data] [files:
063-070.pdf
]
Silva, Cláudio T.
; 
Anderson, Erik
; 
Santos, Emanuele
; 
Freire, Juliana

BibTeX (Education Papers)
@inproceedings{
10.2312:eged.20101009,

booktitle = {
Eurographics 2010 - Education Papers},

editor = {
L. Kjelldahl and G. Baronoski
},
title = {{
A Computer Animation System for Creating Deaf-Accessible Math and Science Curriculum Materials}},

author = {
Hayward, Kyle
 and 
Adamo-Villani, Nicoletta
 and 
Lestina, Jason
},
year = {
2010},

publisher = {
The Eurographics Association},


DOI = {
10.2312/eged.20101009}

}
@inproceedings{
10.2312:eged.20101010,

booktitle = {
Eurographics 2010 - Education Papers},

editor = {
L. Kjelldahl and G. Baronoski
},
title = {{
Using Augmented Reality as a Medium to Assist Teaching in Higher Education}},

author = {
Liarokapis, Fotis
 and 
Anderson, Eike Falk
},
year = {
2010},

publisher = {
The Eurographics Association},


DOI = {
10.2312/eged.20101010}

}
@inproceedings{
10.2312:eged.20101012,

booktitle = {
Eurographics 2010 - Education Papers},

editor = {
L. Kjelldahl and G. Baronoski
},
title = {{
Intelligent Games for Education - An Intention Monitoring Approach based on Dynamic Bayesian Network}},

author = {
Cheng, Irene
 and 
Chen, Feng
 and 
Rodrigues, Saul Daniel
 and 
Pañella, Oscar Garcia
 and 
Vicent, Lluis
 and 
Basu, Anup
},
year = {
2010},

publisher = {
The Eurographics Association},


DOI = {
10.2312/eged.20101012}

}
@inproceedings{
10.2312:eged.20101011,

booktitle = {
Eurographics 2010 - Education Papers},

editor = {
L. Kjelldahl and G. Baronoski
},
title = {{
Digitizing Data: Computational Thinking for Middle School Students through Computer Graphics}},

author = {
Cutler, Robb
 and 
Hutton, Michelle
},
year = {
2010},

publisher = {
The Eurographics Association},


DOI = {
10.2312/eged.20101011}

}
@inproceedings{
10.2312:eged.20101013,

booktitle = {
Eurographics 2010 - Education Papers},

editor = {
L. Kjelldahl and G. Baronoski
},
title = {{
No More Reinventing the Virtual Wheel: Middleware for Use in Computer Games and Interactive Computer Graphics Education}},

author = {
Anderson, Eike Falk
 and 
Peters, Christopher E.
},
year = {
2010},

publisher = {
The Eurographics Association},


DOI = {
10.2312/eged.20101013}

}
@inproceedings{
10.2312:eged.20101014,

booktitle = {
Eurographics 2010 - Education Papers},

editor = {
L. Kjelldahl and G. Baronoski
},
title = {{
Experimental Feedback on Prog and Play, a Serious Game for Programming Practice}},

author = {
Muratet, Mathieu
 and 
Torguet, Patrice
 and 
Viallet, Fabienne
 and 
Jessel, Jean-Pierre
},
year = {
2010},

publisher = {
The Eurographics Association},


DOI = {
10.2312/eged.20101014}

}
@inproceedings{
10.2312:eged.20101016,

booktitle = {
Eurographics 2010 - Education Papers},

editor = {
L. Kjelldahl and G. Baronoski
},
title = {{
Computer Graphics for Information System Programmers}},

author = {
Linares-Pellicer, Jordi
 and 
Carrasquer-Moya, Empar
 and 
Esparza-Peidro, Javier
 and 
Micó-Tormos, Pau
},
year = {
2010},

publisher = {
The Eurographics Association},


DOI = {
10.2312/eged.20101016}

}
@inproceedings{
10.2312:eged.20101015,

booktitle = {
Eurographics 2010 - Education Papers},

editor = {
L. Kjelldahl and G. Baronoski
},
title = {{
Educating Students in Official Statistics using Embedded Geovisual Analytics Storytelling Methods}},

author = {
Jern, Mikael
},
year = {
2010},

publisher = {
The Eurographics Association},


DOI = {
10.2312/eged.20101015}

}
@inproceedings{
10.2312:eged.20101017,

booktitle = {
Eurographics 2010 - Education Papers},

editor = {
L. Kjelldahl and G. Baronoski
},
title = {{
Using VisTrails and Provenance for Teaching Scientific Visualization}},

author = {
Silva, Cláudio T.
 and 
Anderson, Erik
 and 
Santos, Emanuele
 and 
Freire, Juliana
},
year = {
2010},

publisher = {
The Eurographics Association},


DOI = {
10.2312/eged.20101017}

}

Browse

Recent Submissions

Now showing 1 - 9 of 9
  • Thumbnail Image
    Item
    A Computer Animation System for Creating Deaf-Accessible Math and Science Curriculum Materials
    (The Eurographics Association, 2010) Hayward, Kyle; Adamo-Villani, Nicoletta; Lestina, Jason; L. Kjelldahl and G. Baronoski
    In this paper we report the development and initial evaluation of the ASL system. The ASL system is an innovative software tool that allows educators of the Deaf to add sign language translation, in the form of 3D character animations, to digital learning content. Although this first iteration of the system is designed specifically to improve deaf students access to K-3 math educational materials, the system s open architecture allows supporting additional age groups and additional subjects. Results of an initial evaluation with educators of the Deaf and native ASL users show that the subjects were able to produce accurate and realistic animated ASL discourse using the system. However, the majority of the subjects found the system difficult to use; future work will focus on design and development of an intuitive, sketch-based user interface.
  • Thumbnail Image
    Item
    Using Augmented Reality as a Medium to Assist Teaching in Higher Education
    (The Eurographics Association, 2010) Liarokapis, Fotis; Anderson, Eike Falk; L. Kjelldahl and G. Baronoski
    In this paper we describe the use of a high-level augmented reality (AR) interface for the construction of collabo- rative educational applications that can be used in practice to enhance current teaching methods. A combination of multimedia information including spatial three-dimensional models, images, textual information, video, anima- tions and sound, can be superimposed in a student-friendly manner into the learning environment. In several case studies different learning scenarios have been carefully designed based on human-computer interaction principles so that meaningful virtual information is presented in an interactive and compelling way. Collaboration between the participants is achieved through use of a tangible AR interface that uses marker cards as well as an immer- sive AR environment which is based on software user interfaces (UIs) and hardware devices. The interactive AR interface has been piloted in the classroom at two UK universities in departments of Informatics and Information Science.
  • Thumbnail Image
    Item
    Intelligent Games for Education - An Intention Monitoring Approach based on Dynamic Bayesian Network
    (The Eurographics Association, 2010) Cheng, Irene; Chen, Feng; Rodrigues, Saul Daniel; Pañella, Oscar Garcia; Vicent, Lluis; Basu, Anup; L. Kjelldahl and G. Baronoski
    Computer games have become one of the preferred choices for entertainment in our society primarily because they are interactive, have appealing multimedia content, and provide an immersive and rewarding environment for players. These qualities constitute an essential psychophysical factor that inspires learning abilities and new knowledge. Despite all these promising elements, studies have shown that current educational games are not as effective as they could be. A lack of adaptive tutoring and feedback tools, lack of proper knowledge assessment, and weakly designed gameplay are the major factors for their inefficiency.We address these problems by proposing an Intelligent Tutoring System (ITS) for computer games. An important contribution of this ITS is its capability to track player intentions and award partial marks, which provides more accurate assessment than simply giving full mark to the correct result and none to an incorrect answer. Two strategies adopted in this system are Bayesian Networks based student modeling and individualized tutoring. The system can incorporate one or more games and can address one or more educational topic. The information collected from student interaction with computer games is used to update a student module that reports a student s current level of knowledge, making adaptive tutoring and assessment with computer games more effective. In order to provide an engaging and interactive environment, each game in the system has a local student module constructed based on a Dynamic Bayesian Network. We describe the design and evaluation of our ITS using a prototype implementation with several game examples. Positive evaluation results support the feasibility of the proposed system.
  • Thumbnail Image
    Item
    Digitizing Data: Computational Thinking for Middle School Students through Computer Graphics
    (The Eurographics Association, 2010) Cutler, Robb; Hutton, Michelle; L. Kjelldahl and G. Baronoski
    The concept of digitized data is fundamental to computer science, yet for many students, there is a disconnect between objects they encounter outside the computer and the data they interact with in the computer. A programmingbased approach can exacerbate the problem for young students who are developmentally unready for the abstraction required to translate the world into objects described through the syntax of a programming language. This case study describes the creation of a curricular unit called Digitizing Data, delivered in an eighth grade all-girls computer science class. The unit extends the CS Unplugged Image Representation lesson into a series of coordinated projects, culminating in students using a custom-built application to visualize three-dimensional objects and spaces. The project successfully engaged students in computational thinking, communicated a fundamental computer science topic without the barriers of programming, and allowed them to express computer science concepts creatively.
  • Thumbnail Image
    Item
    No More Reinventing the Virtual Wheel: Middleware for Use in Computer Games and Interactive Computer Graphics Education
    (The Eurographics Association, 2010) Anderson, Eike Falk; Peters, Christopher E.; L. Kjelldahl and G. Baronoski
    The creation of application frameworks for teaching computer graphics has always been a time-consuming task, alleviated by the use of graphics API s that allow students more scope in investigating and creating graphics programs. A boom in Open Source software and the increasing growth of the game middleware industry has created a huge number of alternatives to choose from. Despite the adoption of such API s for teaching and experimentation, centralised sources of information regarding components are not commonplace; the process for gathering information about components may be cumbersome and is often left to chance. Here, we provide details of accessible middleware of relevance to the teaching of computer games and graphics curricula. Additionally, we describe concerns and considerations when introducing the use of middleware into a curriculum.
  • Thumbnail Image
    Item
    Experimental Feedback on Prog and Play, a Serious Game for Programming Practice
    (The Eurographics Association, 2010) Muratet, Mathieu; Torguet, Patrice; Viallet, Fabienne; Jessel, Jean-Pierre; L. Kjelldahl and G. Baronoski
    This paper presents an experimental feedback on a serious game dedicated to strengthening programming skills. This serious game called Prog&Play is built on an open source realtime strategy game. Its goal is to be compatible with different students, teachers and institutions. We propose an iterative evaluation in order to improve it while experiments are running. Through this evaluation, we define a framework that will be tested by third parties in different contexts and we analyse negative points and mistakes in order to improve the project. In every instance, evaluation is beneficial and allows establishing a communication about the implemented practices.
  • Thumbnail Image
    Item
    Computer Graphics for Information System Programmers
    (The Eurographics Association, 2010) Linares-Pellicer, Jordi; Carrasquer-Moya, Empar; Esparza-Peidro, Javier; Micó-Tormos, Pau; L. Kjelldahl and G. Baronoski
    An introductory computer graphics course is always a challenge. It is even more so if computer graphics is an additional component to a general computer science degree. In this instance, it is really important to discuss which computer graphics topics are relevant for tomorrow s programmers and engineers who are going to work mainly in Information Systems developments and data management software. The objective of this this paper is to consider what should be taught to future professionals who, not being directly involved in the development of specific computer graphics applications, will possibly need to use computer graphics in their developments. We will describe how this objective can be achieved by a carefully selected set of programming assignments.
  • Thumbnail Image
    Item
    Educating Students in Official Statistics using Embedded Geovisual Analytics Storytelling Methods
    (The Eurographics Association, 2010) Jern, Mikael; L. Kjelldahl and G. Baronoski
    Official statistics such as demographics, environment, health, social-economy and education from national and sub-national sources are a rich and important source of information for many important aspects of life and should be considered to be more used and acknowledged in education. Educators and their students would be able to get informed and at the same time participate in increasing the knowledge on how life is lived and can be improved. A lot of this statistics information can be reached on the Internet. This is producing what is often called information overload and causing people to be increasingly faced with the problems of filtering and interpreting enormous quantities of information. We know that official statistics are used as a more or less important background for decisions especially in public planning and policy making. However, in education, official statistics are much less recognized and used than they ought to be and among the informed public they are even less used. Web-enabled GeoAnalytics is a technique that can help illustrating complex statistical data which for the eye are hard to uncover or even are not possible to perceive or interpret. In this paper, we introduce novel storytelling means for the author (educator) to 1) select any spatio-temporal and multidimensional national or sub-national statistical data, 2) explore and discern trends and patterns, 3) then orchestrate and describe metadata, 4) collaborate with colleagues to confirm and 5) finally publish essential gained insight and knowledge embedded as dynamic visualization Vislet in blogs or wikis with associate metadata. The author can guide the reader in the directions of both context and discovery while at the same time follow the analyst s way of logical reasoning. We are moving away from a clear distinction between authors and readers affecting the process through which knowledge is created and the traditional models which support editorial work. Value no longer relies solely on the content but also on the ability to access this information. Audiences are increasingly gathered around Web enabled technologies and this distribution channel is, more than ever, in control of the information value chain.
  • Thumbnail Image
    Item
    Using VisTrails and Provenance for Teaching Scientific Visualization
    (The Eurographics Association, 2010) Silva, Cláudio T.; Anderson, Erik; Santos, Emanuele; Freire, Juliana; L. Kjelldahl and G. Baronoski
    Over the last 20 years, visualization courses have been developed and offered at universities around the world. Many of these courses use established visualization libraries and tools (e.g., VTK, ParaView, AVS, VisIt) as a way to provide students a hands-on experience, allowing them to prototype and explore different visualization techniques. In this paper, we describe our experiences using VisTrails as a platform to teach scientific visualization. VisTrails is an open-source system that was designed to support exploratory computational tasks such as visualization and data analysis. Unlike previous scientific workflow and visualization systems, VisTrails provides a comprehensive provenance management infrastructure. We discuss how different features of the system, and in particular, the provenance information have changed the dynamics of the Scientific Visualization course we offer at the University of Utah. We also describe our initial attempts at using the provenance information to better assess our teaching techniques and student performance.