The concept of Ambient Intelligence (AmI) is already playing an important role in enriching the educational experience. Such technologies offer students increased access to information within an augmented teaching environment, which encourages active learning and collaboration, enhancing their motivation to learn. Research work in this domain includes the learner-centered design and implementation of infrastructure technologies, prototypes of intelligent systems and applications, smart artifacts for learning and serious games. “Home game” is an innovative augmented table-top educational game that combines tangible interaction with a virtual environment, falling under the category of serious games. The system is structured into a set of mini-games (such as ‘Locate the room’ and ‘Find the wrong object’), which can be personalized for each player in terms of content and interaction paradigm, either automatically based on their profile settings or manually by the educators. Home Game is deployed in the Rehabilitation Centre for Children with Disabilities in Heraklion, Crete, Greece. The full paper will contain a detailed presentation of the User Interface and the learning analytics data that are displayed in each student’s personal dashboards, so as to facilitate educators in adjusting the learning process according the needs of each student. Furthermore, the results of an expert-based evaluation of the tool will be reported.
This paper describes an educational game that aims to familiarize cognitive impaired children with household objects, the overall home environment and the daily activities that take place in it. In addition to touch-based interaction, the game supports physical manipulation through printed cards on a tabletop setup, using a webcam to detect and track the cards placed on the game board.
This paper presents a user experience study of interaction with printed maps for providing digitally augmented tourism information. The Interactive Maps system has been implemented based on an interactive printed matter framework which provides all the necessary components for developing smart applications that offer printed matter interaction, and has been deployed and evaluated in the context of the publicly available Tourism InfoPoint of the Municipality of Heraklion. The results of the evaluation highlight that interacting with digitally augmented paper is quite easy and natural, while the overall user experience is positive.
Today, many forms of art are influenced by the emergence of interactive technologies, including the mixing of physical media with digital technology for forming new hybrid works of art and the usage of mobile phones to create art projected on public spaces. Many artists and painters use digital technology to augment their work technically and creatively. In the same context many believe that the time of transition from traditional analogue art to postmodern digital art, that is, to an art grounded in codes rather than images has arrived. The research work described in this paper contributes towards supporting, through the use of Ambient Intelligence technologies, traditional painters’ creativity, as well as methods and techniques of art masters. The paper presents the design and implementation of an intelligent environment and its software infrastructure, to form a digitally augmented Art Workshop. Its practical exploitation was conducted in an Ambient Intelligence (AmI) simulation space and four feasibility studies were conducted. In each of these studies an oil painting was created following an alternative, yet accredited by artists, approach.
The autonomy and independence of users with cognitive impairments can be fostered through cognitive technologies. The use of traditional computer interfaces has however proved to be difficult for these users. This paper proposes three innovative systems to train children with cognitive impairments in three fundamental everyday life activities: (a) familiarizing with the home environments, its objects and activities; (b) learning about money and practicing shopping skills; and (c) learning how to prepare and cook simple meals. All three systems feature multimodal interaction and support multimedia output.