Dalia Marzouk Refaie <br/><br/>
Augmented Reality and Gamification in an Integrated Adaptive System 
Dalia Marzouk Refaie 
 -  2015 
 - 113 p.   ill.   21 cm.  
<br/><br/>Supervisor: Nashwa Abd El-Baki 
<br/><br/>Thesis (M.A.)—Nile University, Egypt, 2015 . 
<br/><br/>"Includes bibliographical references" 
<br/><br/>Contents:<br/>1 Traditional Education System Challenges 1<br/>1.1 Traditional Teaching Methods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1<br/>1.1.1 Study with Memorization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2<br/>1.1.2 Passive Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2<br/>1.1.3 Low Educational Budget . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2<br/>1.1.4 Lack of Practical Classes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2<br/>1.1.5 Generalization of School Systems and Restrictions . . . . . . . . . . . . . . . 3<br/>1.1.6 The Big Number of Students . . . . . . . . . . . . . . . . . . . . . . . . . . . 3<br/>1.2 Proposed Solutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3<br/>1.2.1 Serious Games (SG) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3<br/>1.2.2 Augmented Reality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4<br/>1.2.3 Adaptive Engine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4<br/>2 Education and Technologies Integration 7<br/>2.1 Serious Games in Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7<br/>2.2 Augmented Reality for Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10<br/>2.2.1 Augmented Reality System Components . . . . . . . . . . . . . . . . . . . . . 10<br/>2.2.2 AR for Education Purposes . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11<br/>2.3 Adaptive Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13<br/>2.3.1 Learning Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14<br/>2.3.2 Cognitive and Learning Styles . . . . . . . . . . . . . . . . . . . . . . . . . . . 16<br/>2.3.3 Adaptive System for Students with Learning Disabilities . . . . . . . . . . . . 19<br/>2.3.4 Learner Modeling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22<br/>xi<br/>3 Proposed Educational Games Adaptive Engine 29<br/>3.1 The Adaptive Engine Conceptual Design . . . . . . . . . . . . . . . . . . . . . . . . . 29<br/>3.1.1 The Pedagogical Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31<br/>3.1.2 Gaming Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33<br/>3.1.3 User Interface Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34<br/>3.2 Game Engine Work Flow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36<br/>3.3 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38<br/>4 Augmented Biology Lab 39<br/>4.1 Augmented Reality and Gaming Tool . . . . . . . . . . . . . . . . . . . . . . . . . . 40<br/>4.2 General Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40<br/>4.3 Mix and Match Game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44<br/>4.4 Organs Shower Game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46<br/>4.4.1 Game Scenarios and Levels . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46<br/>4.4.2 Game Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47<br/>4.4.3 Results and Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49<br/>4.5 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50<br/>5 Aective Status Measurement Using Facial Expressions 53<br/>5.1 Facial Region Localization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55<br/>5.1.1 Features Detection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55<br/>5.1.2 Facial Regions Detection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56<br/>5.2 Point Distribution Model (PDM) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57<br/>5.3 Action Points Detection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57<br/>5.3.1 Image Cropping and Preprocessing . . . . . . . . . . . . . . . . . . . . . . . . 58<br/>5.4 Features Extraction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59<br/>5.4.1 Local Binary Pattern (LBP) . . . . . . . . . . . . . . . . . . . . . . . . . . . 60<br/>5.4.2 Scale Invariant Feature Transform (SIFT) . . . . . . . . . . . . . . . . . . . . 63<br/>5.4.3 Geometric Features (GEO) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64<br/>5.5 Features Reduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65<br/>5.5.1 Principal Component Analysis (PCA) . . . . . . . . . . . . . . . . . . . . . . 65<br/>5.6 Emotion Classication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66<br/>5.7 Facial Expressions Data Set . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66<br/>5.8 Results and Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67<br/>5.9 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73<br/>6 Conclusion and Future Work 
<br/><br/> Abstract:<br/>Learning is one of the most important needs in the human life. With the help of learning humans<br/>could face life with its various challenges. Dierent sources of education are oered in ones life.<br/>Moreover, the rst sixteen years of the citizens life the school is the main source of learning. So, all<br/>of us should have an equivalent opportunity in the education system whatever our capabilities and<br/>skills are.<br/>A lot of pedagogical specialists argued that every student could be educated but on her/his own<br/>pace. There is no meaning for social classes, or learning weakness. Understanding every student and<br/>his capabilities, weakness, needs and learning style provides a proper way of teaching and education<br/>that encourages her/him to learn.<br/>This study concentrates on dening and understanding the educational challenges and its reasons.<br/>Our objective is to introduce an assisting technological system that contributes in enhancing the<br/>educational level.<br/>The proposed system in this thesis is based mainly on three concepts. The rst concept is to make<br/>the educational process an interesting and interactive experience via using the concept of Serious<br/>Games. The second one is helping students to interact with the educational concepts and to imagine<br/>them by using the concept of Augmented Reality in visualizing the educational content. Finally the<br/>proposed system addresses the personality variations per student via what is called learner model<br/>in order to provide every student with a Personalized Adaptive level of education. 
<br/><br/><br/>Text in English, abstracts in English . 
<br/><br/><label>Subjects--Topical Terms: </label><br/>Informatics-IFM
<br/><br/><label>Index Terms--Genre/Form: </label><br/>Dissertation, Academic
<br/><br/><label>Dewey Class. No.: </label>610