Encuentro Hispano-Francés de Realidad Virtual

Laboratorio Decoroso Crespo (LDC) Universidad Politécnica de Madrid (UPM) Angélica de Antonio

Summary

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Who we are? What are our experience and research history?

What are our current research lines?

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

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

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)

VR-related projects applied to Education and Training

    TRAFFIC – Simulation of riding a bicycle the streets to learn traffic norms in 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

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”)

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 Simulation for Planning Maintenance Interventions in Radioactive Environments

Summary

  Who we are? What are our experience and research history?

What are our current research lines?

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

Envira

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

Envira

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

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

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).

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

[email protected]

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Angélica de Antonio Jiménez [email protected]