By Jonghee Park, Woontack Woo (auth.), Maiga Chang, Wu-Yuin Hwang, Ming-Puu Chen, Wolfgang Müller (eds.)
This publication constitutes the refereed complaints of the sixth overseas convention on E-learning and video games, Edutainment 2011, held in Taipeh, Taiwan, in September 2011.
The forty two complete papers have been rigorously reviewed and chosen from a hundred thirty submissions. The papers are prepared in topical sections on: augemented and combined fact in schooling; effectiveness of digital fact for schooling; ubiquituous video games and ubiquitous know-how & studying; destiny school room; e-reader and multi-touch; studying functionality and success; studying via enjoying; online game layout and improvement; game-based learning/training; interactions in video games; electronic museum and expertise, and behaviour in video games; academic robots and toys; e-learning systems and instruments; online game engine/rendering/animations; game-assisted language studying; studying with robots and robotics schooling; e-portfolio and ICT-enhanced studying; game-based checking out and review; pattern, improvement and studying means of academic mini video games; VR and edutainment.
Read Online or Download Edutainment Technologies. Educational Games and Virtual Reality/Augmented Reality Applications: 6th International Conference on E-learning and Games, Edutainment 2011, Taipei, Taiwan, September 2011. Proceedings PDF
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Additional resources for Edutainment Technologies. Educational Games and Virtual Reality/Augmented Reality Applications: 6th International Conference on E-learning and Games, Edutainment 2011, Taipei, Taiwan, September 2011. Proceedings
Although the direct communication between students and teachers in the classroom works successfully, design educators are interested in introducing more productive and effective methods for improving the learning experience of students. The emergence of technological innovations such as web-based virtual learning environments has provided the potential for such purposes. Virtual learning applications can provide the tools to allow users to learn in a quick and happy mode by playing in virtual environments .
Because responses from the external pressure are decided by the direction of power and energy levels, we can simply decide the AR character’s behavior. However, for the responses from self-will we need a mechanism to decide the AR character’s behavior. In this paper, we classify the cases to decide the AR character’s behavior in three categories. In the first case an AR character already knows how to act for a physical object. In the second case, although the AR character senses attributes of the physical object, it does not know how to interact with the object.
Computers & Education 55(4), 1572–1578 (2010) 16. : Integrating video-capture virtual reality technology into a physically interactive learning environment for English learning. Computers & Education 55(3), 1346–1356 (2010) 17. tw/EDU_WEB/Web/publicFun/tmpurl. sid=18906&fileid=158077&open (retrieved on February 18, 2011) ARMate: An Interactive AR Character Responding to Real Objects* Changgu Kang and Woontack Woo GIST U-VR Lab, Gwangju 500-712, S. kr Abstract. In the research field of augmented reality (AR), applications using interactive characters have been developed as the form of giving users information such as LEGO assembly guidance and explanation about historical artifacts.