Abstract:Natural User Interfaces (NUI) are now widely used in electronic devices such as smartphones, tablets and gaming consoles. We have tried to apply this technology in the teaching of chemistry in middle school and high school. A virtual chemical laboratory was developed in which students can simulate the performance of laboratory activities similar to those that they perform in a real laboratory. Kinect sensor was used for the detection and analysis of the student's hand movements, which is an example of NUI. The… Show more
“…In science teaching it has been used for the development of scientific skills and conceptual understanding (Hofstein & Lunetta, 2004;Jagodzinski & Wolski, 2015;Lunetta, Hofstein & Clough 2007). However, the different purposes in which practical work activities have been used has provoked vigorous contestations among researchers (e.g.…”
Section: Contribution Of This Paper To the Literaturementioning
Practical work activities have been used for many purposes in science teaching. However, its use for assessment purposes has been limited. This study highlights the role of practical work activities in assessment. Practical work activities present various advantages as an assessment tool. Practical work activities allow the assessor access to a variety of knowledge types into a student's knowledge base. That is, with practical work activities the student's knowledge and skills may be assessed simultaneously. The study uses qualitative methods to ensure a broader and deeper understanding of the quality of knowledge structure and its functioning that individual students possess. The findings of the study demonstrate the extent with which knowledge and/or skills may be accessed using practical work activities. In addition, the findings illustrate through using practical work activities, the possibility of accessing and assessing different types of knowledge and their characteristics as possessed by each learner/student. With this capability in assessment, teachers are empowered to accurately and appropriately plan for future teaching and learning of concepts as they will be able to develop relevant teaching and learning materials for particular and different cohorts of students.
“…In science teaching it has been used for the development of scientific skills and conceptual understanding (Hofstein & Lunetta, 2004;Jagodzinski & Wolski, 2015;Lunetta, Hofstein & Clough 2007). However, the different purposes in which practical work activities have been used has provoked vigorous contestations among researchers (e.g.…”
Section: Contribution Of This Paper To the Literaturementioning
Practical work activities have been used for many purposes in science teaching. However, its use for assessment purposes has been limited. This study highlights the role of practical work activities in assessment. Practical work activities present various advantages as an assessment tool. Practical work activities allow the assessor access to a variety of knowledge types into a student's knowledge base. That is, with practical work activities the student's knowledge and skills may be assessed simultaneously. The study uses qualitative methods to ensure a broader and deeper understanding of the quality of knowledge structure and its functioning that individual students possess. The findings of the study demonstrate the extent with which knowledge and/or skills may be accessed using practical work activities. In addition, the findings illustrate through using practical work activities, the possibility of accessing and assessing different types of knowledge and their characteristics as possessed by each learner/student. With this capability in assessment, teachers are empowered to accurately and appropriately plan for future teaching and learning of concepts as they will be able to develop relevant teaching and learning materials for particular and different cohorts of students.
“…Por ejemplo, en el primer caso se pueden controlar funciones algebraicas o entender conceptos trigonométricos con movimientos corporales (Johnson, et al, 2013;Nandi, et al, 2016), mientras que en el segundo es posible manipular modelos tridimensionales que representan a órganos del cuerpo (Meng, et al, 2013) Controlar presentaciones empleando gestos manuales, tales como tocar un hombro o "presionar" botones con la mano (Lui, et al, 2013) Aprender otros idiomas, en cuyo caso el uso de la interacción gestual puede contribuir a motivar el aprendizaje, por ejemplo, del inglés (Lee, et al, 2012). Así mismo, el uso de gestos puede apoyar la adquisición de lenguaje porque la lectura de libros en sistemas basados en gestos puede ser una actividad interesante y atractiva para los niños (Homer, et al, 2014) Crear laboratorios virtuales tales como un laboratorio de química en el cual los alumnos pueden llevar a cabo las mismas actividades que realizarían en un laboratorio real (Jagodziński & Wolski, 2015). Así por ejemplo, se simulan las acciones de sujetar el equipo necesario y combinar sustancias Convertir una superficie cualquiera, como la pared de un salón de clases, en pizarras interactivas con costos inferiores a los de una pizarra interactiva convencional (Şimşek & Durdu, 2014) Asimismo, los estudiantes pueden reforzar lo aprendido en clase manteniendo las ventajas antes señaladas.…”
Section: Trabajos Relacionadosunclassified
“…Diversos trabajos dan muestras de estas oportunidades (Erazo & Pico, 2014;Kandroudi & Bratitsis, 2012;Hsu, 2011). En particular, con este estilo de interacción es posible, por ejemplo, controlar presentaciones, aprender alguna asignatura o tema en particular, simular laboratorios, etc., y en diferentes niveles educativos (Lui, et al, 2013;Johnson, et al, 2013;Meng, et al, 2013;Jagodziński & Wolski, 2015). Además, las aplicaciones 3 Enfoque UTE, V.7-N.4, Dic.2016, pp.1 -15 de este tipo pueden ser utilizadas tanto en el salón de clase como en el hogar gracias a sus relativamente bajos costos.…”
La interacción basada en gestos manuales ha experimentado notables avances en los últimos años. Su utilidad ha sido verificada en diferentes ámbitos, particularmente en el educativo, donde puede contribuir a mejorar la calidad de la educación. Sin embargo, aún existen temas que han recibido poca atención, tales como el uso de gestos de dibujos realizados en el aire con la mano. Por este motivo, este artículo analiza la viabilidad de emplear este tipo de gestos con fines educativos. Para el efecto, se llevó a cabo un estudio en el cual los participantes interactuaron con la aplicación desarrollada usando varios gestos de dibujos. Los resultados cuantitativos y cualitativos obtenidos confirman la validez de la propuesta. Específicamente, el rendimiento de los participantes fue aceptable de acuerdo a los valores de las métricas utilizadas. Además, los participantes manifestaron que la propuesta es interesante y entretenida. Como consecuencia, el uso de aplicaciones de este tipo, en el aula o en el hogar, podría contribuir a incrementar el interés de los estudiantes en la asignatura correspondiente, lo que debería conducir a obtener mejores resultados.
“…They have been applied not only for gaming but to various important branches of technique and science. Among those we can mention natural user interfaces and robotics [27], education [28], medicine [29], zootechnics [30], intelligent home technology [31,32] nonverbal behavior analysis [33]. As information and communication technology continues to evolve, body sensory technologies provide learning designers new approaches to facilitating learning in an innovative way [34].…”
Section: Application Of Depth Sensors In Actions Recognitionmentioning
Abstract:In this paper we propose a novel algorithm that enables online actions segmentation and classification. The algorithm enables segmentation from an incoming motion capture (MoCap) data stream, sport (or karate) movement sequences that are later processed by classification algorithm. The segmentation is based on Gesture Description Language classifier that is trained with an unsupervised learning algorithm. The classification is performed by continuous density forward-only hidden Markov models (HMM) classifier. Our methodology was evaluated on a unique dataset consisting of MoCap recordings of six Oyama karate martial artists including multiple champion of Kumite Knockdown Oyama karate. The dataset consists of 10 classes of actions and included dynamic actions of stands, kicks and blocking techniques. Total number of samples was 1236. We have examined several HMM classifiers with various number of hidden states and also Gaussian mixture model (GMM) classifier to empirically find the best setup of the proposed method in our dataset. We have used leave-one-out cross validation. The recognition rate of our methodology differs between karate techniques and is in the range of 81% ± 15% even to 100%. Our method is not limited for this class of actions but can be easily adapted to any other MoCap-based actions. The description of our approach and its evaluation are the main contributions of this paper. The results presented in this paper are effects of pioneering research on online karate action classification.
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