PEGASE: A Generic and Adaptable Intelligent System for Virtual Reality Learning Environments

Buche, Cédric; Bossard, Cyril; Querrec, Ronan; Chevaillier, Pierre

doi:10.20870/ijvr.2010.9.2.2772

Cited by 30 publications

(12 citation statements)

References 10 publications

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“…We intend to measure the expressiveness of our representation, and assess the proportion of the situations likely to be imagined by a trainer that can be modeled. Among these scenarios, we will have a particular interest in the description of collaborative tasks like in (Panzoli et al, 2014) or (Buche et al, 2010).…”

Section: Discussionmentioning

confidence: 99%

“…For instance, Unified Modeling Language (UML) class and state diagrams are used in (Tang and Hanneghan, 2008). (Buche et al, 2010) designs procedures in a virtual world using UML activity diagrams. (Panzoli et al, 2014) uses the Business Process Model and Notation (BPMN) language to model the activities and the interactions of several actors in a 3D virtual operating room.…”

Section: Related Workmentioning

confidence: 99%

“…However, the principle of cues and actions (Ishida, 2002), also used by (Van Est et al, 2011) with events and actions, is interesting since it allows non-experts to naturally express the common distinction between observing and modifying the virtual environment. We are also interested in using configurable building blocks (Van Est et al, 2011) as the scenario description basis, combined with BPMN (White, 2004) (Panzoli et al, 2014) and activities diagram notations (Buche et al, 2010), since it gives users the possibility to model high-level tasks with traditional representations.…”

Section: Related Workmentioning

confidence: 99%

See 2 more Smart Citations

Serious Games Scenario Modeling for Non-experts

Duval

Panzoli

Reymonet³

et al. 2015

Proceedings of the 7th International Conference on Computer Supported Education

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The use of serious games and gamified softwares is a new and growing trend for training professionals in a wide variety of disciplines where procedures and decision-making are key (automotive diagnostic, surgery, etc). Serious Games are safer, less expensive and advocated to be more efficient. Unfortunately, there is a lack of methodology and tools adapted for non-computing experts to develop their own gamified learning scenarios. In this paper, we propose an approach allowing trainers to model professional activities in the form of serious games scenarios. Trainers are enabled to express their expertise using a domain specific graphical representation which will be implemented eventually in an easy-to-use authoring tool. The produced scenarios describe both the actions necessary for completing the professional procedure and the associated pedagogy to provide the learner with relevant educational feedback. The proposed approach specifies a model matching those requirements, and is illustrated by an application example in the automotive context. We intend to demonstrate that an appropriate model is likely to make scenario editing accessible to trainers who are not necessarily familiar with computer modeling in the first place.

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Section: Discussionmentioning

confidence: 99%

Section: Related Workmentioning

confidence: 99%

Section: Related Workmentioning

confidence: 99%

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Serious Games Scenario Modeling for Non-experts

Duval

Panzoli

Reymonet³

et al. 2015

Proceedings of the 7th International Conference on Computer Supported Education

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“…According to Le Corre & al [18] a pedagogical scenario in the VRLEs allows to organize the training for a pedagogical purpose, however the scenario is designed for any learner without considering the individualities, which can slow learning. These authors [18] identified some weaknesses of the Intelligent Tutorial System (ITS) PEGASE for learning with virtual reality [19] and identified its lack of connection with the pedagogical scenario, its lack of modularity and its lack of individualization. To fill these weaknesses, they proposed an ITS called CHRYSAOR based on POSEIDON.…”

Section: Vrles Learning Scenario Modelsmentioning

confidence: 99%

A Process of Design and Production of Virtual Reality Learning Environments

Oubahssi

Mahdi

Piau-Toffolon

et al. 2019

The Challenges of the Digital Transformation in Education

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Facilitating human learning is one of the uses of virtual reality (VR). Users interact within original and dynamic situations of learning in an integrated learning environment called Virtual Reality Learning Environment (VRLE). Nevertheless, the design of these environments is still considered as a complex task. We intend to study and propose technical and methodological solutions to help teachers to design (adapt or reuse) their pedagogical situation with a scenario-based approach and to operationalize it in a VR learning environment. In this work, we defined a design process allowing teachers to generate their VRLE. Then, we instantiated the proposed design process with a pedagogical situation as an illustrated example.

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“…However, in contrast to reflection, transformation produces a coherent content representation that consists of content elements with properties set, which enables its presentation [FW14b, FW14c]. Transformation is often performed without the use of semantic web ontologies, for example, [BQLC03, BBQC10, CTB*12, DTBRS03]. In such cases, transformation is not a part of semantic modelling, however, it is undeniably a part of a broader modelling process.…”

Section: Ontology‐based Modelling Of 3d Contentmentioning

confidence: 99%

Ontology‐Based Representation and Modelling of Synthetic 3D Content: A State‐of‐the‐Art Review

Flotyński

Walczak

2017

Computer Graphics Forum

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An indispensable element of any practical 3D/VR/AR application is synthetic three‐dimensional (3D) content. Such content is characterized by a variety of features—geometry, structure, space, appearance, animation and behaviour—which makes the modelling of 3D content a much more complex, difficult and time‐consuming task than in the case of other types of content. One of the promising research directions aiming at simplification of modelling 3D content is the use of the semantic web approach. The formalism provided by semantic web techniques enables declarative knowledge‐based modelling of content based on ontologies. Such modelling can be conducted at different levels of abstraction, possibly domain‐specific, with inherent separation of concerns. The use of semantic web ontologies enables content representation independent of particular presentation platforms and facilitates indexing, searching and analysing content, thus contributing to increased content re‐usability. A range of approaches have been proposed to permit semantic representation and modelling of synthetic 3D content. These approaches differ in the methodologies and technologies used as well as their scope and application domains. This paper provides a review of the current state of the art in representation and modelling of 3D content based on semantic web ontologies, together with a classification, characterization and discussion of the particular approaches.

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PEGASE: A Generic and Adaptable Intelligent System for Virtual Reality Learning Environments

Cited by 30 publications

References 10 publications

Serious Games Scenario Modeling for Non-experts

Serious Games Scenario Modeling for Non-experts

A Process of Design and Production of Virtual Reality Learning Environments

Ontology‐Based Representation and Modelling of Synthetic 3D Content: A State‐of‐the‐Art Review

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