Edutainment Technologies. Educational Games and Virtual by Jonghee Park, Woontack Woo (auth.), Maiga Chang, Wu-Yuin

By Jonghee Park, Woontack Woo (auth.), Maiga Chang, Wu-Yuin Hwang, Ming-Puu Chen, Wolfgang Müller (eds.)

This booklet constitutes the refereed court cases of the sixth foreign 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 one hundred thirty submissions. The papers are geared up in topical sections on: augemented and combined truth in schooling; effectiveness of digital fact for schooling; ubiquituous video games and ubiquitous know-how & studying; destiny lecture room; e-reader and multi-touch; studying functionality and success; studying by means of taking part in; video game layout and improvement; game-based learning/training; interactions in video games; electronic museum and know-how, and behaviour in video games; academic robots and toys; e-learning structures 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 trying out and evaluation; pattern, improvement and studying means of academic mini video games; VR and edutainment.

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Extra 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

Example text

From our on-site observations, while operating the task collaboratively, several interesting behaviors existing between participants, such as strategy toward task success or failure, were found. First, after a few trials of completing the task in the beginning, instead of pinching and lifting the virtual cube directly toward the cone-like target, participants first push the cube and slide it to the underneath of the cone-like target, and then lifted it upward till reaching the target. Namely, participants were able to develop a good strategy with less completing time or errors therefore to complete the task more efficiently and successfully even though it was in a virtual environment.

ARMate is an AR Character capable of behaviors such as walking, falling down backward, falling down, pulling and pushing (see Figure 2). There are some differences according to conditions for behavior Falling down backward and falling down are done by external pressure. Pulling and pushing are decided by self-will. However, Behavior Selector and Memory components implemented as prototype select regardless of the situation. ARMate automatically moves toward ToyCart by calculating angle dˆ of ARMate and vector v between ARMate and ToyCart.

The results were positive, based on feedback from students. Users suggested several enhancements such as multitasking The Application of Augmented Reality to Design Education 23 and interdisciplinary collaboration. Some students also indicated that the idea of using augmented reality to identify promising concepts might not be easy for novice users to grasp. Feedback from the students revealed the following advantages of applying augmented reality to design education: • • • • AR-based models are 3D and can be moved in multi-directions conveniently.

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