a mbi l earn ambient intelligent multimodal learning environment for children confirmation viva june...
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AMBILEARN
Ambient Intelligent Multimodal Learning Environment for Children
Confirmation VivaJune 2009
Jennifer Hyndman, B.Sc. (Hons.)
Supervisors: Dr. Tom Lunney, Prof. Paul Mc Kevitt
School of Computing and Intelligent systems
Faculty of Computing and Engineering
University of Ulster, Magee.
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OVERVIEW Research Objectives Literature Review Research Motivation Project Proposal
Evaluation and testingSoftware Analysis & Prospective Tools
Relation to other work Potential Contributions Research Plan Thesis Outline Publications Conclusion
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RESEARCH OBJECTIVES
Investigate potential of an educational game integrated with virtual learning environment Positive impact on children at a primary level Means to merge multiple modalities
Mobile Devices e.g. Smart Phones (Nokia) /Personal Digital Assistant (PDA)
Interface Design /Usability Role of serious games AmbiLearn / TreasureLearn Educational game
e.g. Treasure hunt / puzzels Test and evaluate AmbiLearn/TreasureLearn Demonstrate educational potential
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LITERATURE REVIEW
Multimodal Interfaces Natural communication methods
Bolt’s Media room (Bolt, 1980) SmartKom (Wahlster et al. 2001)
Mobile interfaces Speech and pen Complementary modalities (Cohen, 1992)
Multimodal interfaces for Children Collaborative environments KidsRoom (Bobick et al. 1998) TICLE (Scarlatos, 2002)
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Embodied Agents
Persona Effect (Lester et al. 1997)
Gandalf (Thorisson, 1997) Speech, gaze, facial expressions,
gestures and projected screen
Steve (Johnson et al. 1997) Speech, gaze, gesture,
demonstration
Hans Christian Anderson (Corradini et al. 2005) Speech, gesture
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Learning Environments
Technology enhanced learning M-learning, e-learning, web-based learning
Games in education Pedagogical features Feedback/Motivation (Rosas et al. 2003)
Augmented reality Enhancing real world experiences ReadIt (Weevers et al. 2004)
Virtual reality Rich sensory experience Submerge into learning context (Crumpton et al. 1997)
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Virtual learning environments Information – anytime/anywhere Unclear pedagogical effects (Dillenbourg, 2002) Monitor and assess
Human Computer Interaction Child computer interaction (ChiCi group, 2007)
Child centred design Interaction styles (Strommen et al. 1996) Dexterity/speech/reading/background/interaction
(Bruckman et al. 2007)
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RESEARCH MOTIVATION
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PROJECT PROPOSAL
Multimodal communication collaborative learning mobile handheld device
AmbiLearn architecture Multimodal mobile system Ubiquitous learning environment
TreasureLearn application Treasure hunt / puzzles Designed for children Collaborative learning / problem solving
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ARCHITECTURE OF AMBILEARN
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TREASURELEARN ACTIVITY
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EVALUATION/TESTING OF AMBILEARN/TREASURELEARN
Pre-test / Post-test
Fun Toolkit (Read & MacFarlane, 2006)
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SOFTWARE ANALYSIS & PROSPECTIVE TOOLS Spoken dialogue systems
WebSphere Voice Toolkit (IBM, 2009) Microsoft Speech (Microsoft, 2008)
Embodied Agents X-Face (Balci, 2004) COLLAGEN (Cassell, 2001)
Development kits Java ME – mobile handheld devices DevKit Pro – Nintendo homebrew Apple SDK – iPod/iTouch/iPhone 13
RELATION TO OTHER WORK
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POTENTIAL CONTRIBUTIONS
Improve upon existing multimodal learning environments Supporting collaborative learning indirectly
through the use of game Provide user logging module – future analysis
Contribute to knowledge Multimodal mobile games in education Multimodal interfaces on mobile devices Collaborative learning with mobile devices Advance the area in terms of providing a flexible
and rich learning experience for children 15
RESEARCH PLAN ActivitiesSubmissionsDeliverables
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THESIS OUTLINE
0. Abstract / Acknowledgements / DeclarationChapter 1. IntroductionChapter 2. Literature ReviewChapter 3. Ambient Intelligent Multimodal
Learning Environment for ChildrenChapter 4. AmbiLearn and TreasureLearn
ImplementationChapter 5. Evaluation of AmbiLearn and
TreasureLearnChapter 6. ConclusionAppendices / References 17
PUBLICATIONS Hyndman, J., Lunney, T. And Mc Kevitt, P. (2009) AmbiLearn:
Ambient Intelligent Multimodal Learning Environment for Children. In: Proceedings of the 10th Annual PostGraduate Symposium on The Convergence of Telecommunications, Networking & Broadcasting, PGNet, Liverpool, 22nd – 23rd June. Liverpool UK : Liverpool John Moores University. 277 -282.
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CONCLUSION
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Focus on multimodal learning environments Mobile Multimodal interfaces Serious games
Design and develop AmbiLearn architecture /TreasureLearn architecture
Demonstrate and test educational potential AmbiLearn and TreasureLearn Evaluate AmbiLearn/TreasureLearn
Improve upon existing multimodal learning environments Supporting collaborative learning indirectly through the
use of game Provide user logging module – future analysis
THANK YOU!
QUESTIONS?20
I never try to teach my students anything, I only try to create an environment in which they can
learn. – Albert Einstein