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Encuentro Hispano-Francés de Realidad Virtual

Encuentro Hispano-Francés de Realidad Virtual. Laboratorio Decoroso Crespo (LDC) Universidad Politécnica de Madrid (UPM) Angélica de Antonio. Summary. Who we are? What are our experience and research history? What are our current research lines?. Who we are?.

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Encuentro Hispano-Francés de Realidad Virtual

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  1. Encuentro Hispano-Francés de Realidad Virtual Laboratorio Decoroso Crespo (LDC) Universidad Politécnica de Madrid (UPM) Angélica de Antonio

  2. Summary • Who we are? What are our experience and research history? • What are our current research lines?

  3. Who we are? • UPM: The largest and oldest Spanish university specialized in Engineering degrees. • LDC: More than 20 years of experience in the application of new information technologies to education and training • 10 years in VR/VE • Strong background in: • Artificial Intelligence • Software Engineering • Software Agents • Educational principles

  4. Non VR-related projects in Education and Training • Software architectures for Intelligent Tutoring Systems: • MAPI - Cooperative Agents Model for Instructional Planning in Intelligent Tutoring Systems • Authoring Toolkits for ITS Development: • PHASE - Authoring Tool for Intelligent Tutoring Systems • EDJE - Development Environment for Educational Simulation Games • Applications: • MEHIDA – Multimedia ITS for teaching communication skills to deaf children • ESCA – Case-based learning of new regulations and their application on the job - bank employees

  5. Research Interests in VR • Applications • VR/VE for Education and Training • VR/VE for Design and Testing of human interventions • VR/VE for Entertainment • Technology: • Virtual Humans • Visual and Auditory Perception • Semantic Knowledge about the environment • Models of Cognition, Emotion and Personality • Architectures for distributed multi-user environments and reusable VR/VE components • Development Methodology (SENDA)

  6. VR-related projects applied to Education and Training • TRAFFIC – Simulation of riding a bicycle in the streets to learn traffic norms • PRVIR - Virtual Reality Technology applied to training in Radiological Protection in NPPs • VIRMAN - Virtual Models for Training in Maintenance Operations in NPPs (procedural training) • Training in the use of a washing machine

  7. Other VR-related projects • Applications in Entertainment: • AMUSEMENT - An International Virtual Space for Individual and Collective Presence and Interaction • Interaction techniques • Semi-autonomous avatars with personality and emotions • Alternative communication channels (non-verbal, “virtual”)

  8. Other VR-related projects • Applications for Design and Evaluation of human intervention processes: • VRIMOR - Virtual Reality for Inspection, Maintenance, Operation and Repair of Nuclear Power Plants • Issues in the generation of material for training (automatic positioning of virtual cameras,…) • Usability in the manipulation of virtual mannequins • SIMU2 – Dose Uptake Simulationfor Planning Maintenance Interventions in Radioactive Environments

  9. Summary • Who we are? What are our experience and research history? • What are our current research lines?

  10. Envira • Funded by MEC (2006-2009), with UMA and UCM • Focal areas: • the development of pedagogical virtual agents that assist the student in their learning process, • the study of the most effective interaction mechanisms for each type of application

  11. Envira • UPM’s goals: • Adaptation of the MAEVIF architecture and platform to make it more extensible • Development Platform composed of a set of adaptable and configurable software agents • Making the Virtual Tutor more intelligent and believable

  12. Envira • UPM’s main contributions: • An embodied Virtual Tutor • With perceptual capabilities (sight and audition) • With cognition based on the COGNITIVA Cognitive-Emotional Architecture for Intelligent Virtual Agents • With an attention model • Other virtual humans to play auxiliary roles in the VEs • Member of a collaborative team (team roles and collaborative skills) • Student Modelling based on ontologies, and with non-monotonic cognitive and pedagogical diagnosis

  13. Envira • UPM’s main contributions: • A Planning System, allowing the virtual tutor to dynamically calculate solutions to any proposed situation in the virtual environment and to respond intelligently to unexpected actions of the student • Based on JSHOP2 hierarchical planner • A Semantic Model of the virtual environment, based on ontologies, allowing the tutor to make advanced inferences • Advanced Tutoring Strategies • Application of Scaffolding Techniques • Pro-active assistance

  14. Envira • UPM’s main contributions: • An adaptable and reusable Interaction Component, allowing the use of different interaction devices and metaphors • A Publish-Subscribe Architecture for the interconnection of Graphical and Interaction Subsystems (GIS) and the Intelligent Tutoring Subsystem (ITS).

  15. Contact • Laboratorio Decoroso Crespo Universidad Politécnica de Madrid Facultad de Informática Campus de Montegancedo, s/n 28660 Madrid (Spain) Phone: (+34) 913 367 368 Fax: (+34) 913 366 917 ldc@bermudas.ls.fi.upm.es • Angélica de Antonio Jiménez angelica@fi.upm.es

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