S. de Freitas

Developing an Evaluation Methodology for Immersive Learning Experiences in a Virtual World

This article proposes an evaluation methodology for supporting the development of specified learning activities in virtual worlds, based upon inductive methods and augmented by the four dimensional framework [4]. The study undertaken aimed to test the efficacy of the evaluation methodology and to evaluate the broader uses of Second Life for supporting lifelong learners in their educational choices and career decisions. The paper presents the findings of the study and argues that virtual worlds are reorganising how we relate to the design and delivery of learning. This is opening up a transition in learning predicated upon the notion of learning as made up of immersive experiences rather than sets of knowledge to be transferred between tutor and learner. The challenge for tutors remains in the design and delivery of these activities and experience and the approach advocated here builds upon an incremental testing and evaluation of virtual world learning experiences.

Towards a living earth simulator

Abstract The Living Earth Simulator (LES) is one of the core components of the FuturICT architecture. It will work as a federation of methods, tools, techniques and facilities supporting all of the FuturICT simulation-related activities to allow and encourage interactive exploration and understanding of societal issues. Society-relevant problems will be targeted by leaning on approaches based on complex systems theories and data science in tight interaction with the other components of FuturICT. The LES will evaluate and provide answers to real-world questions by taking into account multiple scenarios. It will build on present approaches such as agent-based simulation and modeling, multiscale modelling, statistical inference, and data mining, moving beyond disciplinary borders to achieve a new perspective on complex social systems. Graphical abstract

Repurposing Serious Games in Health Care Education

Serious games are one of the most content-rich forms of educational media, often combining high fidelity visual and audio content, novel interaction paradigms, and diverse pedagogic approaches. This article describes exploratory work towards identifying the key issues faced when repurposing serious games in order to enable their use and reuse in the same or different educational contexts. To address these issues, we propose a theoretical framework for the repurposing of serious games in medical education and in education in general. Two case studies based on the Climate Health Impact serious game are presented. These case studies demonstrate the ability to repurpose a serious game into new learning objects, covering two different paradigms of content repurposing - language and pedagogy.

Exploring the Application of Computer Game Theory to Automated Assembly

This paper presents a method for automatic mechanical part assembly planning based on innovative use of artificial intelligence (AI) technology from games. The dynamic topological graph for the planning is generated using a heuristic search method based on characteristic information of each part. A prototype system has been developed to demonstrate the feasibility of the method. During the procedure, users are able to interact with the system due to the dynamic characteristics of the method.