Using natural user interfaces to support learning environments
[EN] Education is a field of research in which Natural User Interfaces (NUI) have not been exploited. NUI can help in the learning process, specially when using with children. Nowadays, children are growing up playing with computer games, using mobile devices, and other technological devices. New le...
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| Tipo de recurso: | tesis de maestría |
| Fecha de publicación: | 2012 |
| País: | España |
| Institución: | Universitat Politècnica de València (UPV) |
| Repositorio: | RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia |
| Idioma: | inglés |
| OAI Identifier: | oai:riunet.upv.es:10251/44852 |
| Acceso en línea: | https://riunet.upv.es/handle/10251/44852 |
| Access Level: | acceso abierto |
| Palabra clave: | Autoestereoscopía Interfaces de usuario naturales Proyección frontal Autostereoscopy Natural User Interfaces Frontal projection LENGUAJES Y SISTEMAS INFORMATICOS Máster Universitario en Inteligencia Artificial, Reconocimiento de Formas e Imagen Digital-Màster Universitari en Intel·ligència Artificial, Reconeixement de Formes i Imatge Digital |
| Sumario: | [EN] Education is a field of research in which Natural User Interfaces (NUI) have not been exploited. NUI can help in the learning process, specially when using with children. 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 thesis, a new system that uses NUI for learning about a period of history has been developed. This system uses autostereoscopy that lets the children see themselves as a background in the game, and that renders the elements with 3D sensation without the need for special glasses. This system has been developed from scratch. The Microsoft Kinect is used for interaction. A study for comparing the autostereoscopic system with a similar frontal projected system was carried out. This study analyzed different aspects such as engagement, increase of knowledge, or preferences. A total of 162 children from 8 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; we also observed that the systems are specially suitable for boys and older children (9-11 years old). 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. Another comparative study was performed to determine the mode in which the children learn more about the topic of the game. The two modes compared were the collaborative mode, where the children played with the game in couples; and the individual mode, where the children played with the game solo. A total of 46 children from 7 to 10 years old participated in this study. From the results, we observed that there were statistically significant differences between playing with the game in the two modes. The children who played with the game in couples in the collaborative mode got better knowledge scores than the children who played with the game individually. Finally, we would like to highlight that the scores for all the questions were very high. The results from the two studies suggest that games of this kind could be appropriate educational games and that autostereoscopy is a technology to exploit in their development. |
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