This document summarizes principles for designing auditory learning games for tinnitus rehabilitation. It discusses using intrinsic integration to embed learning materials within game mechanics like challenge, control, and fantasy. Three games are proposed: Auditory Submarine uses a sonar analogy; Auditory Treasure Hunter uses a metal detector; both aim to intrinsically motivate learning. A study will compare the games and a baseline on tinnitus outcomes and player experience. Technical considerations for deploying the games on computers and mobile devices are also outlined.
Playfulness can be observed in all areas of human activity. It is an attitude of making activities more enjoyable. Designing for playfulness involves creating objects that elicit a playful approach and provide enjoyable experiences. We have designed and evaluated a set of cards called the PLEX Cards and its two related idea generation techniques. The cards were created to communicate the 22 categories of a Playful Experiences framework to designers and other stakeholders who wish to design for playfulness. We have evaluated the practical use of the cards by applying them in several design cases. In this talk I will present an overview of the design rationale of the PLEX Cards together with a couple design cases where the PLEX Cards were used and evaluated.
Playfulness can be observed in all areas of human activity. It is an attitude of making activities more enjoyable. Designing for playfulness involves creating objects that elicit a playful approach and provide enjoyable experiences. We have designed and evaluated a set of cards called the PLEX Cards and its two related idea generation techniques. The cards were created to communicate the 22 categories of a Playful Experiences framework to designers and other stakeholders who wish to design for playfulness. We have evaluated the practical use of the cards by applying them in several design cases. In this talk I will present an overview of the design rationale of the PLEX Cards together with a couple design cases where the PLEX Cards were used and evaluated.
Standards Based Assessment for the CTE Classroomccpc
Karen Nelson
Assistant Director, Curriculum & Instruction
Los Angeles County ROP
Downey, CA
Sarah Vielma
Consultant, Business Occupations
Los Angeles County ROP
Downey, CA
Herb Smith
Graphics Instructor
La Crescenta High School
La Crescenta, CA
Linking teaching and learning to test scores is of critical importance as career technical education demonstrates standards based instruction and support of academic standards through assessment. This workshop will provide an overview of a process to increase student achievement through instructional change.
Assessing quality: Learner analytics, or human intuition?Brandon Muramatsu
Bror Saxberg's presentation at Conversations on Quality: A Symposium on K-12 Online Learning hosted by MIT and the Bill and Melinda Gates Foundation, January 24-25, 2012, Cambridge, MA.
Standards Based Assessment for the CTE Classroomccpc
Karen Nelson
Assistant Director, Curriculum & Instruction
Los Angeles County ROP
Downey, CA
Sarah Vielma
Consultant, Business Occupations
Los Angeles County ROP
Downey, CA
Herb Smith
Graphics Instructor
La Crescenta High School
La Crescenta, CA
Linking teaching and learning to test scores is of critical importance as career technical education demonstrates standards based instruction and support of academic standards through assessment. This workshop will provide an overview of a process to increase student achievement through instructional change.
Assessing quality: Learner analytics, or human intuition?Brandon Muramatsu
Bror Saxberg's presentation at Conversations on Quality: A Symposium on K-12 Online Learning hosted by MIT and the Bill and Melinda Gates Foundation, January 24-25, 2012, Cambridge, MA.
Quest2Teach is a series of game-infused 3D virtual learning curricula created for teacher education. These immersive experiences provide authentic and individualized practice for teachers, designed to help them make the leap from theory to practice. In Quest2Teach, pre-service and in-service teachers evolve their professional identity in a variety of narrative-based 3D role-playing scenarios, each with a particular theoretical focus, and embedded within a larger experience-based curricula and professional network.
In these immersive worlds, learners create their professional avatar, play out roles, solve authentic problems, fail safely, and see the impact of their individual decisions and trajectories, while gaining experience and fluency in these theories-in-action.
The first of its kind in teacher education, Q2T was created at ASU’s Mary Lou Fulton Teachers College through a unique collaboration between our Center for Games & Impact and partner game-design studio, E-Line Media. Contact anna.arici@asu.edu for guest accounts and more information.
Quest2Teach: The Impact of Immersive Games to Bridge Theory & Practice in Tea...Arizona State University
This is an overview of the theory, game-infused curricula, and research findings that drive Quest2Teach, an innovative and immersive teacher education program.
Quest2Teach is a series of game-infused 3D virtual learning curricula and socio-professional network, created from within a teachers college and designed for teacher education, to help bridge between educational theory and its application to classroom practice.
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For more information visit www.quest2teach.org or email Dr. Anna Arici, the Director of Quest2Teach at annaarici@asu.edu.
This represents a 2-hour training for instructors of Quest2Teach, consisting of a 1-hour overview of the individual games, theory, Nexus, Network, Teacher Toolkit, research findings, and best ecology for implementation of these games. This is followed by a 1-hr facilitated gameplay by the instructors where they follow the curricula guides, login and play the games, create an avatar, navigate the virtual worlds, and post reflections in the network, just as their students will do.
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This position paper describes a long-term Technology-Enhanced Learning ini-tiative at the Leeds Institute of Medical Education in which a personalised adaptive learning mentor will be deployed for all MBChB students enrolled in the course. The system, myPAL, is enriching the existing TEL programs em-bedded in the curriculum and will be leveraging recent advances in Learning Analytics and Open Learner Modelling. The paper presents the context of the project and the opportunities that deployment settings will offer, and highlights the research and development strands that will underpin it.
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The L4All system provides an environment for the lifelong learner to access information about courses, personal development plans, recommendation of learning pathways, personalised support for planning of learning, and reflecting on learning. Designed as a web-based application, it offers lifelong learners the possibility to define and share their own timeline (a chronological record of their relevant life episodes) in order to foster collaborative elaboration of future goals and aspirations. A keystone for delivering such functionalities is the possibility for learner to search for "people like me". Addressing the fact that such a definition of "people like me" is ambiguous and subjective, this paper explores the use of similarity metrics as a flexible mechanism for comparing and ranking lifelong learners' timelines.
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However, this ease of use means that the subject of security in Kubernetes is often left for later, or even neglected. This exposes companies to significant risks.
In this talk, I'll show you step-by-step how to secure your Kubernetes cluster for greater peace of mind and reliability.
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Let me take this questions and provide you a short journey through existing deployment models and use cases for AI software. On practical examples, we discuss what cloud/on-premise strategy we may need for applying it to our own infrastructure to get it to work from an enterprise perspective. I want to give an overview about infrastructure requirements and technologies, what could be beneficial or limiting your AI use cases in an enterprise environment. An interactive Demo will give you some insides, what approaches I got already working for real.
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Welcome to UiPath Test Automation using UiPath Test Suite series part 3. In this session, we will cover desktop automation along with UI automation.
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UI automation Sample
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Pradeep Chinnala, Senior Consultant Automation Developer @WonderBotz and UiPath MVP
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
Connector Corner: Automate dynamic content and events by pushing a buttonDianaGray10
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Send an interactive Slack channel message (using buttons)
Have the message received by managers and peers along with a test email for review
But there’s more:
In a second workflow supporting the same use case, you’ll see:
Your campaign sent to target colleagues for approval
If the “Approve” button is clicked, a Jira/Zendesk ticket is created for the marketing design team
But—if the “Reject” button is pushed, colleagues will be alerted via Slack message
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And...
Speakers:
Akshay Agnihotri, Product Manager
Charlie Greenberg, Host
LF Energy Webinar: Electrical Grid Modelling and Simulation Through PowSyBl -...DanBrown980551
Do you want to learn how to model and simulate an electrical network from scratch in under an hour?
Then welcome to this PowSyBl workshop, hosted by Rte, the French Transmission System Operator (TSO)!
During the webinar, you will discover the PowSyBl ecosystem as well as handle and study an electrical network through an interactive Python notebook.
PowSyBl is an open source project hosted by LF Energy, which offers a comprehensive set of features for electrical grid modelling and simulation. Among other advanced features, PowSyBl provides:
- A fully editable and extendable library for grid component modelling;
- Visualization tools to display your network;
- Grid simulation tools, such as power flows, security analyses (with or without remedial actions) and sensitivity analyses;
The framework is mostly written in Java, with a Python binding so that Python developers can access PowSyBl functionalities as well.
What you will learn during the webinar:
- For beginners: discover PowSyBl's functionalities through a quick general presentation and the notebook, without needing any expert coding skills;
- For advanced developers: master the skills to efficiently apply PowSyBl functionalities to your real-world scenarios.
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Paper presented at SYNERGY workshop at AVI 2024, Genoa, Italy. 3rd June 2024
https://alandix.com/academic/papers/synergy2024-epistemic/
As machine learning integrates deeper into human-computer interactions, the concept of epistemic interaction emerges, aiming to refine these interactions to enhance system adaptability. This approach encourages minor, intentional adjustments in user behaviour to enrich the data available for system learning. This paper introduces epistemic interaction within the context of human-system communication, illustrating how deliberate interaction design can improve system understanding and adaptation. Through concrete examples, we demonstrate the potential of epistemic interaction to significantly advance human-computer interaction by leveraging intuitive human communication strategies to inform system design and functionality, offering a novel pathway for enriching user-system engagements.
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Principled design of game-based auditory learning environments: Examples of ADT for Tinnitus
1. Principled design of game-based
auditory learning environments:
Examples of ADT for Tinnitus
Nicolas Van Labeke
National Biomedical Research Unit in Hearing
Learning Sciences Research Institute – University of Nottingham
www.lsri.nottingham.ac.uk/nvl/
http://hearing.nihr.ac.uk/
2. The Context
• Aim: Combine auditory perceptual learning,
technology-enhanced learning and game
theories to create auditory learning games
suitable for use outside the lab
– Design games that are intrinsically motivating
– Wide range of age- and disability-related
factors of people with hearing loss favours a
casual game approach
– Principles of auditory learning suggest the use
of intrinsic integration (Habgood 2007)
– training for learning testing of learning
3. Intrinsic Integration
• How do we design effective learning games?
• Learning material
• Motivational factors: challenge, fantasy,
curiosity, control, cooperation, competition,
recognition (Malone & Lepper 1987)
• Core mechanics
– Rules of the game
– Essential interactions required to create gaming
experience
– Explain individual preferences to games
– Define different game genre & flow experience
4. Challenge People are best motivated when they are working
toward personally meaningful goals whose
Set personally meaningful goals.
Make attainment of goals probable but uncertain.
attainment requires activity at a continuously Give en-route performance feedback.
optimal (intermediate) level of difficulty. Relate goals to learners' self esteem.
Curiosity Something in the physical environment attracts the
learner's attention or there is an optimal level of
Stimulate sensory curiosity by making abrupt changes that
will be perceived by the senses.
discrepancy between present knowledge or skills Stimulate cognitive curiosity by making a person wonder
and what these could be if the learner engaged in about something (i.e., stimulate the learner's interest).
some activity.
Control People have a basic tendency to want to control
what happens to them.
Make clear the cause-and-effect relationships between what
students are doing and things that happen in real life.
Enable the learners to believe that their work will lead to
powerful effects.
Allow learners to freely choose what they want to learn and
how they will learn it.
Fantasy Learners use mental images of things and Make a game out of learning.
situations that are not actually present to stimulate Help learners imagine themselves using the learned
their behaviour. information in real- life settings.
Make the fantasies intrinsic rather than extrinsic.
Competition Learners feel satisfaction by comparing their
performance favourably to that of others.
Competition is more important for some people than for others.
People who lose at competition often suffer more than the
winners profit.
Competition sometimes reduces the urge to be helpful to
other learners.
Cooperation Learners feel satisfaction by helping others achieve Cooperation
their goals. Cooperation
occurs naturally as well as artificially.
is more important for some people than for others.
Cooperation is a useful real-life skill.
Cooperation requires and develops interpersonal skills.
Recognition Learners feel satisfaction when others recognize
and appreciate their accomplishments.
Recognition requires that the process or product or some other
result of the learning activity be visible.
Recognition differs from competition in that it does not involve
a comparison with the performance of someone else.
Vockell, E. (2004). Educational Psychology: a practical approach. Online Workbook, last retrieved September
2009, http://education.calumet.purdue.edu/Vockell/EdPsyBook/.
5. Intrinsic Integration (Habgood 2007)
• Motivational effects of challenge, control, etc. are
realized through the core mechanics
• Integrate the learning material with the core
mechanics and NOT the fantasy
“Deliver learning material through the parts of the
game that are the most fun to play, riding on the
back of the flow experience produced by the game,
and not interrupting or diminishing its impact”
“Embody the learning material within the structure
of the gaming world and the player’s interactions
with it, providing an external representation of the
learning content that is explored through the core
mechanics of the gameplay”
6. Design-based Research (DBR)
• to address theoretical
questions about the
nature of learning in
context
• to consider approaches
to the study of
learning phenomena in
the real world rather
than the laboratory
• to go beyond narrow
measures of learning
• to derive research
findings from
formative evaluation
adapted from Y. Mor 2008
7. A practical case: ADT for Tinnitus
• Collaboration with NBRUH tinnitus group
• Evolutionary framework for testing different motivators
(fantasy, control, challenge) and gameplays
• Evaluating different game-based paradigms
– STARv2 (baseline)
• Active listening, trial-based tasks
– Auditory Submarine
• Interactive listening (sonar analogy)
• system-induced gameplay (steering controlled pace)
– Auditory Treasure Hunter
• Interactive listening (metal detector analogy)
• listener-induced gameplay (listener's selection, activation, and
execution of ADT)
• Impact of visual representation in gameplay and task
performance
– Distractor vs. scaffolding
– Effectiveness of auditory learning games
11. Auditory Submarine: Intrinsic
Integration
Vs Sx
Si • Mapping core mechanics &
learning materials
• Adaptive model
Sy Gt
• Design Decisions
– impact on learning
– impact on gameplay
Fq
• Iterative design
• Incremental prototyping
df
Time
s s i dt
12. Improving the Gameplay
• Adaptive methods
• Introducing levels and difficulty
– Challenge, competition, recognition
• Side-scrolling game approach?
13. Auditory Treasure Hunter:
introducing control
• Still on the drawing board
• Analogy of metal detector for
mapping ADT
• Ground filled with different objects of
different values (e.g. golden and silver
nuggets, metal trash, etc.).
• Trade-off between difficult/valuable and
easy/cheap
• External constraints (e.g. time limit, charges
in metal detector)
• Levels and decision-making by “treasure
map” exploration & clearing
14. Study overview
• Cross-over design
– Comparison of treatments
(training phase 1)
– Comparison of game experience
(training phases 1-3)
• Evaluation based on tinnitus-
related outcomes measures
AND desirability & flow
experience
• Iterative Design process
– Prototype development at
NBRUH (SDG)
– Usability testing with STARv2
NBRUH/LSRI members (mostly
normal hearing)
Auditory
– Piloting and in-depth testing
with participants to previous Submarine
Tinnitus Study
Auditory
Treasure Hunter
15. Technical considerations
• Aims: deployment on personal computer desktop, laptop,
(potentially) mobile/UMPC
• Silverlight
– Microsoft competitor to Adobe Flash
– Subset of high-level framework .Net (i.e. shared libraries &
common API)
– Browser and off-browser execution modes
– Off-line/online data management
• BUT …
– Audio manipulation supported with basic APIs
– Lack of robust and reusable libraries
• requirements for ADT are ground-breaking!
• Current prototypes based on a proof-of-concept synthesizer!
– Accumulation of layers on top of (generic) audio management
• IT IS A PROTOTYPE-BASED APPROACH!
• TECHNOLOGY IS IMPROVING FAST
16. Thanks
• NBRUH Software • NBRUH Tinnitus
Dev. Group Group
– Mike Sharples – Deb Hall
– Stuart Whitehead – Derek Hoare
– Martin Morrison – Victoria Kowalkovski