000			07379nam a22002537a 4500
008			210112b2015 a|||f mb|| 00| 0 eng d
040			_aEG-CaNU _cEG-CaNU
041	0		_aeng _beng
082			_a610
100	0		_aDalia Marzouk Refaie _9285
245	1		_aAugmented Reality and Gamification in an Integrated Adaptive System _cDalia Marzouk Refaie
260			_c2015
300			_a 113 p. _bill. _c21 cm.
500			_3Supervisor: Nashwa Abd El-Baki
502			_aThesis (M.A.)—Nile University, Egypt, 2015 .
504			_a"Includes bibliographical references"
505	0		_aContents: 1 Traditional Education System Challenges 1 1.1 Traditional Teaching Methods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1.1.1 Study with Memorization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 1.1.2 Passive Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 1.1.3 Low Educational Budget . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 1.1.4 Lack of Practical Classes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 1.1.5 Generalization of School Systems and Restrictions . . . . . . . . . . . . . . . 3 1.1.6 The Big Number of Students . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 1.2 Proposed Solutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 1.2.1 Serious Games (SG) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 1.2.2 Augmented Reality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 1.2.3 Adaptive Engine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 2 Education and Technologies Integration 7 2.1 Serious Games in Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 2.2 Augmented Reality for Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 2.2.1 Augmented Reality System Components . . . . . . . . . . . . . . . . . . . . . 10 2.2.2 AR for Education Purposes . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 2.3 Adaptive Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 2.3.1 Learning Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 2.3.2 Cognitive and Learning Styles . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 2.3.3 Adaptive System for Students with Learning Disabilities . . . . . . . . . . . . 19 2.3.4 Learner Modeling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 xi 3 Proposed Educational Games Adaptive Engine 29 3.1 The Adaptive Engine Conceptual Design . . . . . . . . . . . . . . . . . . . . . . . . . 29 3.1.1 The Pedagogical Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 3.1.2 Gaming Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 3.1.3 User Interface Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 3.2 Game Engine Work Flow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 3.3 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 4 Augmented Biology Lab 39 4.1 Augmented Reality and Gaming Tool . . . . . . . . . . . . . . . . . . . . . . . . . . 40 4.2 General Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 4.3 Mix and Match Game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 4.4 Organs Shower Game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 4.4.1 Game Scenarios and Levels . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 4.4.2 Game Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 4.4.3 Results and Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 4.5 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 5 Aective Status Measurement Using Facial Expressions 53 5.1 Facial Region Localization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 5.1.1 Features Detection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 5.1.2 Facial Regions Detection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 5.2 Point Distribution Model (PDM) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 5.3 Action Points Detection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 5.3.1 Image Cropping and Preprocessing . . . . . . . . . . . . . . . . . . . . . . . . 58 5.4 Features Extraction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 5.4.1 Local Binary Pattern (LBP) . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 5.4.2 Scale Invariant Feature Transform (SIFT) . . . . . . . . . . . . . . . . . . . . 63 5.4.3 Geometric Features (GEO) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 5.5 Features Reduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 5.5.1 Principal Component Analysis (PCA) . . . . . . . . . . . . . . . . . . . . . . 65 5.6 Emotion Classication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 5.7 Facial Expressions Data Set . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 5.8 Results and Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 5.9 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 6 Conclusion and Future Work
520	3		_aAbstract: Learning is one of the most important needs in the human life. With the help of learning humans could face life with its various challenges. Dierent sources of education are oered in ones life. Moreover, the rst sixteen years of the citizens life the school is the main source of learning. So, all of us should have an equivalent opportunity in the education system whatever our capabilities and skills are. A lot of pedagogical specialists argued that every student could be educated but on her/his own pace. There is no meaning for social classes, or learning weakness. Understanding every student and his capabilities, weakness, needs and learning style provides a proper way of teaching and education that encourages her/him to learn. This study concentrates on dening and understanding the educational challenges and its reasons. Our objective is to introduce an assisting technological system that contributes in enhancing the educational level. The proposed system in this thesis is based mainly on three concepts. The rst concept is to make the educational process an interesting and interactive experience via using the concept of Serious Games. The second one is helping students to interact with the educational concepts and to imagine them by using the concept of Augmented Reality in visualizing the educational content. Finally the proposed system addresses the personality variations per student via what is called learner model in order to provide every student with a Personalized Adaptive level of education.
546			_aText in English, abstracts in English .
650		4	_aInformatics-IFM _9266
655		7	_2NULIB _aDissertation, Academic _9187
690			_aInformatics-IFM _9266
942			_2ddc _cTH
999			_c8830 _d8830