Different methods can be used for learning, and they can be compared in several aspects, especially those related to learning outcomes. In this paper, we present a study in order to compare the learning effectiveness and satisfaction of children using an iPhone game for learning the water cycle vs. the traditional classroom lesson. The iPhone game includes multiple interaction forms (touch-screen interaction and accelerometer) and combined Augmented Reality (AR) mini-games with non-AR mini-games. The traditional classroom lesson had the same learning content as the iPhone game. Thirty-eight children from 8 to 10 years old participated in the study. The analyses of the pre-test and the post-tests showed that the children made significant learning gains about the water cycle, regardless of the method used. Even though the results showed that the iPhone method achieved higher knowledge results than the traditional classroom lesson, no statistically significant differences were found between the iPhone and the classroom lesson. When analysing the motivational outcomes, the results showed that the children found the iPhone game to be more satisfying than the classroom lessons. Since the iPhone game achieved similar learning results and a higher motivational effect than the classroom lesson, this suggests that games of this kind could be used as a tool in primary schools to reinforce students' lessons.
Abstract. We present a simple calibration method for computing the extrinsic parameters (pose) and intrinsic parameters (focal length and principal point) of a camera by imaging a pattern of known geometry. Usually, the patterns used in calibration algorithms are complex to build (three orthogonal planes) or need a lot of features (checkerboard-like pattern). We propose using just two concentric circles that, when projected onto the image, become two ellipses. With a simple mark close to the outer circle, our algorithm can recover the full pose of the camera. Under the perfect pinhole camera assumption, the pose and the focal length can be recovered from just one image. If the principal point of the camera has to be computed as well, two images are required. We present several results, using both synthetic and real images, that show the robustness of our method.
Advanced displays and Natural User Interfaces (NUI) are a very suitable combination for developing systems to provide an enhanced and richer user experience. This combination can be appropriate in several fields and has not been extensively exploited. One of the fields that this combination is especially suitable for is education. Nowadays, children are growing up playing with computer games, using mobile devices, and other technological devices. New learning methods that use these new technologies can help in the learning process. In this paper, two new methods that use advanced displays and NUI for learning about a period of history are presented. One of the methods is an autostereoscopic system that lets children see themselves as a background in the game and renders the elements in 3D without the need for special glasses; the second method is a frontal projection system that projects the image on a table in 2D and works similarly to a touch table. The Microsoft Kinect© is used in both systems for the interaction. A comparative study to check different aspects was carried out. A total of 128 children from 7 to 11 years old participated in the study. From the results, we observed that the different characteristics of the systems did not influence the children's acquired knowledge, engagement, or satisfaction. There were statistically significant differences for depth perception and presence in which the autostereoscopic system was scored higher. However, of the two systems, the children considered the frontal projection to be easier to use. We would like to highlight that the scores for the two systems and for all the questions were very high. These results suggest that games of this kind (advanced displays and NUI) could be appropriate educational games and that autostereoscopy is a technology to exploit in their development. This work was funded by the Spanish Ministry of Science and Innovation through the APRENDRA project (TIN2009-14319-C02-01). We would like to thank the following for their contributions: The "Escola d'Estiu" and especially Juan Cano, Miguelón Giménez, and Javier Irimia. The other two Summer Schools that participated in this study. This work would not have been possible without their collaboration.
Space partitioning techniques are a useful means of organizing geometric models into data structures. Such data structures provide easy and efficient access to a wide range of computer graphics and visualization applications like real-time rendering of large data bases, collision detection, point classification, etc. Binary Space Partitioning (BSP) trees are one of the most successful space partitioning techniques, since they allow both object modeling and classification in one single structure. However, with the advent of networked graphics applications there is an increasing need for multiresolution geometric representations. This paper presents a novel method that extends BSP trees to provide such a representation. The models we present have the advantages of both BSP trees and multiresolution representations. Nodes near the root of the BSP tree store coarser versions of the geometry, while leaf nodes provide the finest details of the representation. We present in this paper different algorithms to construct multiresolution BSP trees in 2D. Then we propose extensions of our methods to 3D space.
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