Les travaux de recherche menés dans le domaine des environnements virtuels pour l’apprentissage humain permettent aujourd’hui d’envisager leur utilisation à des fins d’entraînement à la prise de décision en situation de crise. Le problème de ce type d’application est qu’il nécessite pour les concepteurs et les programmeurs un travail d’écriture lourd et une programmation exhaustive de l’état du monde. Notre hypothèse est de mobiliser les principes existants du récit interactif afin de proposer un design de scénarisation qui prenne en compte les aspects temporels, critiques et complexes des actions de l’apprenant. Nous proposons une approche réflexive de l’apprentissage en fondant notre scénarisation sur l’uchronie et en intégrant des notions philosophiques comme le simulacre et le rhizome dans le parcours d’apprentissage. L’apprenant pourrait revenir en arrière au sein du même scénario initié par le formateur, et le système informatique informerait ce scénario en fonction des décisions et erreurs faites par l’apprenant. Une partie de notre contribution est la conception d’une scénarisation pour un entraînement en environnement virtuel. Il respecte la réalité des experts du cas d’application concret sur lequel s’adossent nos travaux de recherches, un projet de formation de leaders médicaux au sauvetage de blessés suite à un afflux massif de blessés. / This thesis presents a story-based approach in a simulation-based learning environment in the context of crisis management. The domain of application is the management of mass casualties in the context of medical emergencies. To efficiently train medical staff, live simulations are organized, in which an entire rescue team is re-enacted. Each simulation session takes place in a pre-established pattern and includes three distinct phases : the briefing provides a framework, the scenario puts the learner in a practice of situation, and the debriefing involves the learner reflexivity with the help of the trainer’s feedback.Those simulation sessions mobilize a lot of professionals and equipment. Therefore, they cannot be used on a large scale and research is conducted to develop those trainings in virtual environments, in which the phase of debriefing is often missing while it is a crucial part in learning. Our case of application aims at creating a virtual environment for training rescue team leaders during crisis situations. In this environment, the user is a medical team leader who interacts with a team of virtual autonomous first-aid workers. In this thesis, we propose a user experience that includes both the scenario and the debriefing part of a simulation. We focus on decision making in crisis management. We suggest that the learner should reconsider his decisions if he becomes aware of a mistake he did not avoid: he could change what he has done. In the debriefing, he could visualize the consequences of those errors : he could see what he had not seen. Reflexivity of learning is an integral part of our approach. We propose a reflexive approach to learning by grounding our scenarisation on uchronia, a fiction genre consisting in stories containing "what if" scenarios at crucial points in history and present an outcome of events alternative to historical record. Our game design is based on the uchronia : when the learner becomes aware of his mistakes, he has the opportunity to go back and make a new decision. Our system will change the plot of the story by changing the occurrence probabilities of events based on a past choices of the learner, but without changing the frame or the characters in the story. Our game design offers two phases of simulation. During the scenario, the learner will explore several possible worlds. During the debrieng, he may view several possible alternatives to the scenario as a timeline.

Nesta pesquisa analisamos como ocorrem as interações discursivas entre estudantes de licenciatura em Química e alunos do Ensino Médio mediadas por um sistema de tutoria estabelecido na internet. Estas interações ocorreram por meio do ambiente virtual Tutor em Rede, no qual os alunos enviam dúvidas a respeito do conteúdo de Química e estas são respondidas por um tutor. Os dados foram coletados entre alunos de licenciatura em Química de universidades públicas brasileiras e professores da rede pública de ensino de São Paulo. Para estas análises, fazemos uma discussão sobre algumas das principais idéias relativas ao histórico e importância da educação a distância, às interações pela internet e aos processos e sistemas de tutoria. Aliado a isto, realizamos um estudo sobre as propriedades dualísticas do enunciado as funções unívoca e dialógica e elaboramos quatro categorias de análises engajamento, problematização, retomada da fala do outro e referência a outros interlocutores. A aplicação destas categorias aos dados coletados, permite-nos classificar as interações em função do seu grau de dialogia. / In this research we analyze the development of discursive interactions between students of a Chemistry teaching course and pupils of secondary school mediated by a tutoring system designed to the internet. These interactions had occurred through the Tutor em Rede virtual environment, in which pupils sent queries regarding Chemistry content to be answered by a tutor. The data had been collected among students of Chemistry teaching courses of Brazilian public universities and teachers of the public education system in São Paulo. For these analyses, we present some of the main ideas about distance education, interactions through the internet and processes and systems of tutoring. We also carry through a study on the dualistic properties of the utterance - the functions univocal and dialogic -, from whose, we elaborate four categories of analyses - enrollment, problematization, retaken of say of the other and reference to other interlocutors. Applying these categories to the collected data, we classify the interactions in terms of their dialogic degree.

Ce travail de thèse s’inscrit dans un projet de conception de plate-forme d’apprentissage financé par la société STDI, société spécialisée dans le développement d’applications numériques à vocation pédagogique. Ce projet s’est déroulé au CERV (Centre Européen de Réalité Virtuelle) avec pour vocation de s’appuyer sur l’apport offert par les technologies liées à la réalité virtuelle.Dans la continuité de plusieurs travaux préalablement réalisés au CERV, notre démarche scientifique s’est attachée à introduire l’analyse de l’activité humaine en situation réelle de formation dans les boucles de conception d’une plate-forme de formation collaborative. Ce travail d’analyse a pu être réalisé en collaboration avec le SDIS 56 dans le cadre de la formation pratique des chefs d’agrès chez les sapeurs-pompiers. Ce travail s’est articulé autour de trois objets de recherche soulevant chacun des enjeux scientifiques spécifiques : étudier la complexité de l’activité décisionnelle des chefs d’agrès en situation d’intervention ; la coordination des équipes en intervention ; et l’activité des formateurs dans des situations de formation à risques.En faisant des choix méthodologiques s’inspirant de l’approche naturaliste, nos différents niveaux d’analyse ont pu mettre en évidence plusieurs résultats. L’analyse individuelle souligne pour le chef d’agrès l’alternance décisionnelle entre analyse de la situation et mise en place de l’intervention ainsi que l’importance des processus d’anticipation et de planification. L’analyse collective met en évidence l’articulation en cours d’intervention des activités individuelles de construction de signification en fonction des objectifs personnels et de la configuration spatiale et fonctionnelle de l’équipe. Enfin, l’analyse de l’activité des formateurs permet de préciser leur rôle de gestionnaire des situations de simulation ainsi que celui de facilitateur au cours des débriefings permettant une construction de connaissance a posteriori.La prise en compte de nos différents résultats a permis une prise en considération globale de l’environnement virtuel de formation et a ouvert certaines pistes de développement des outils pédagogiques déjà existants. / This thesis is part of a project to design a learning platform funded by STDI, a company specialized in the development of digital applications for teaching purposes. This project took place at the CERV (European Center for Virtual Reality) with the aim of relying on technologies related to virtual reality.In continuity with several works previously carried out at the CERV, our scientific approach has focused on introducing the analysis of human activity into a real training situation in the design loops of a collaborative training platform. This work of analysis was carried out in collaboration with the SDIS 56 in the framework of the practical training of chiefs in a fire brigade. This work was based on three research subjects, each of which raised specific scientific issues : studying the complexity of the decision-making activity of the operators in the situation of intervention ; the coordination of the crew in intervention ; and the activity of trainers in situations of risk training.By making methodological choices inspired by the naturalistic approach, our different levels of analysis have revealed several results. The individual analysis emphasizes the decision-making alternation between analysis of the situation and implementation of the intervention, as well as the importance of the anticipation and planning processes. The collective analysis reveals the articulation during the intervention of the individual sense-making activities according to the personal objectives and the spatial and functional configuration of the team. Finally, the analysis of the activity of trainers make it possible to specify their role as simulations managers and that of facilitators during the debriefings allowing a construction of knowledge a posteriori.Taking into account our different results, we have considered the global nature of the virtual training environment and developed some ideas for the improvement of existing teaching tools.

Submitted by Alisson Mota (alisson.davidbeckam@gmail.com) on 2015-06-22T21:00:38Z No. of bitstreams: 1 Dissertação - Maria Lélia da silva Torquato Costa.pdf: 890881 bytes, checksum: 83f95034982a0c4bbf6876c4c1a2e815 (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2015-06-29T21:38:51Z (GMT) No. of bitstreams: 1 Dissertação - Maria Lélia da silva Torquato Costa.pdf: 890881 bytes, checksum: 83f95034982a0c4bbf6876c4c1a2e815 (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2015-06-29T21:46:34Z (GMT) No. of bitstreams: 1 Dissertação - Maria Lélia da silva Torquato Costa.pdf: 890881 bytes, checksum: 83f95034982a0c4bbf6876c4c1a2e815 (MD5) / Made available in DSpace on 2015-06-29T21:46:34Z (GMT). No. of bitstreams: 1 Dissertação - Maria Lélia da silva Torquato Costa.pdf: 890881 bytes, checksum: 83f95034982a0c4bbf6876c4c1a2e815 (MD5) Previous issue date: 2008-09-26 / This study has as objective investigates as the subje ct of the learning they build concepts and discovery processes in moderated learning atmosphere for the advanced technology of digital communication, tends for empiric field the pedagogic actions developed in the project “Technology, work and education in net of social and digital inclusion” of the Federal University of Amazon. The research uses an approach of qualitative cut of the research in education. The used technique was the focal group. We used the tools participant observation, glimpsed, questionna ire and discussion forum for collection, registration and analyze of the data. They were interviewed the teacher that worked in the project and thirteen students of the group. Some obtained results signal, for the learning colaborativa as the most appropri ate for the construction of the knowledge in moderated learning atmosphere for the World Net of Computers, the Internet. The work approached Moodle, used in the course “Introduction to the work and digital inclusion”, as well as the construction of the moderated knowledge for a Virtual Atmosphere of Learning, customizado in Moodle. / Este estudo tem por objetivo investigar de que forma os sujeitos da aprendizagem constroem conceitos e processos de conhecimento em ambiente de aprendizagem mediado pela tecnologia avançada de comunicação digital, tendo por campo empírico as ações pedagógicas desenvolvidas no projeto “Tecnologia, trabalho e educação em rede de inclusão social e digital” da Universidade Federal do Amazonas. A pesquisa utiliza uma abordagem de corte qualitativo da pesquisa em educação. A técnica utilizada foi o grupo focal. Empregamos as ferramentas observação, entrevista, questionário e fórum de discussão para coleta, registro e analise dos dados. Foram entrevistadas a professora que trabalhou no projeto e dezesseis estudantes da turma. Alguns resultados obtidos sinalizam, para a aprendizagem colaborativa como a mais apropriada para a construção do conhecimento em ambiente de aprendizagem mediado pela Rede Mundial de Computadores, a Internet. O trabalho abordou o Moodle, utilizado no curso “Introdução ao trabalho e inclusão digital”, bem como a construção do conhecimento mediado por um Ambiente Virtual de Aprendizagem, customizado no Moodle.

Made available in DSpace on 2016-04-29T14:23:22Z (GMT). No. of bitstreams: 1 Jose Antonio Fonteles Cruz Junior.pdf: 3570381 bytes, checksum: 0714cae52f28c48498fbd5da21b5c0a4 (MD5) Previous issue date: 2013-09-25 / With the expansion of the new technologies, routines and social spheres are affected. The society always develop technologies that served of tool for the realisation of tasks, of the more Simple to the most complex. All the technologies developed until then brought like consequence impacts in the walk of this society and with the new technologies It is not being different. However, the leverage and changes that these devices impose on the contemporary society possess singular characteristics and, besides that, His field of impact is gigantic owed his countless applicabilities in the social spheres. The aim of this work, in the first moment, is to understand this contemporary stage splitting of the theoretical analyses of Castells, Levy, Santaella, Read and Recuero. After understood this current society, split for the theoretical analysis of the impacts of these new technologies in the field of the education. For this, Moran and Machado will be the main theorists. At last, after visualising, of theoretical and practical form, through investigations of institutes and newspapers recognised, arrive to the big aim that is to analyse of practical form, but with knowledge theoretical, like the IESAM (instituito Of upper education of the Amazônia), through the Moodle, if use of a new technology for pedagogical ends and communicational for the upper education / Com o advento das novas tecnologias, rotinas e esferas sociais são afetadas. A sociedade sempre buscou desenvolver tecnologias que servissem de ferramenta para a realização de tarefas, das mais simples às mais complexas. Todas as tecnologias desenvolvidas até então trouxeram como consequência impactos no caminhar dessa sociedade e com as novas tecnologias não está sendo diferente. Entretanto, as influencias e mudanças que estes aparatos impõem sobre a sociedade contemporânea possuem características singulares e, além disso, seu campo de impacto é gigantesco devido as suas inúmeras aplicabilidades nas esferas sociais. O objetivo deste trabalho, no primeiro momento, é entender este cenário contemporâneo partindo das análises teóricas de Castells, Levy, Santaella, Lemos e Recuero. Após entendida esta sociedade atual, partimos para a análise teórica dos impactos destas novas tecnologias no campo da educação. Para isso, Moran e Machado serão os principais teóricos. Por fim, após visualizar, de forma teórica e prática, através de pesquisas de institutos e periódicos reconhecidos, chegamos ao grande objetivo que é analisar de forma prática, mas com embasamento teórico, como o IESAM (instituito de ensino superior da Amazônia), através do Moodle, se apropia de uma nova tecnologia para fins pedagógicos e comunicacionais para o ensino superior

Knowledge about the configuration of an environment is used preferentially when navigating through an urban environment (Penn, 2003). However, it the locus of this effect is poorly understood. One possibility is that the local environment, such as the shape of an intersection, is sufficient to determine route choice in the context of the global configuration of an environment (Meilinger, Franz, & Bülthoff, in press; Meilinger, Knauff & Bülthoff, 2008). Two experiments were performed to investigate this hypothesis using two novel virtual environments, one with a simplistic configuration, and one with a more complicated configuration. In Experiment 1, peripheral vision was either available or constrained throughout a wayfinding task. A significant influence of global configuration information with minimal use of local configuration account was found. In Experiment 2, central vision was either limited to the local intersection or unconstrained. Again, a strong effect of configuration was found, with limited evidence for the use of local visual information. The results support a synergistic mechanism of wayfinding where the environmental configuration is used to inform existing knowledge about the environment.

Knowledge about the configuration of an environment is used preferentially when navigating through an urban environment (Penn, 2003). However, it the locus of this effect is poorly understood. One possibility is that the local environment, such as the shape of an intersection, is sufficient to determine route choice in the context of the global configuration of an environment (Meilinger, Franz, & Bülthoff, in press; Meilinger, Knauff & Bülthoff, 2008). Two experiments were performed to investigate this hypothesis using two novel virtual environments, one with a simplistic configuration, and one with a more complicated configuration. In Experiment 1, peripheral vision was either available or constrained throughout a wayfinding task. A significant influence of global configuration information with minimal use of local configuration account was found. In Experiment 2, central vision was either limited to the local intersection or unconstrained. Again, a strong effect of configuration was found, with limited evidence for the use of local visual information. The results support a synergistic mechanism of wayfinding where the environmental configuration is used to inform existing knowledge about the environment.

In recent years, researchers have developed virtual environments, which allow more realistic human-computer interactions and have become increasingly popular for engineering applications such as computer-aided design and process evaluation. For instance, the demand for product service, remanufacture, and recycling has forced companies to consider ease of assembly and disassembly during the design phase of their products. Evaluating these processes in a virtual environment during the early stages of design not only increases the impact of design modifications on the final product, but also eliminates the time, cost, and material associated with the construction of physical prototypes. Although numerous virtual environments for assembly analysis exist or are under development, many provide only visual feedback. A real-time haptic simulation test bed for the analysis of assembly and disassembly operations has been developed, providing the designer with force and tactile feedback in addition to traditional visual feedback. The development such a simulation requires the modeling of collisions between virtual objects, which is a computationally expensive process. Also, the demands of a real-time simulation incorporating haptic feedback introduce additional complications for reliable collision detection. Therefore, the first objective of this work was to discover ways in which current collision detection libraries can be improved or supplemented to create more robust interaction between virtual objects. Using the simulation as a test bed, studies were then conducted to determine the potential usefulness of haptic feedback for analysis of assembly and disassembly operations. The following significant contributions were accomplished: (1) a simulation combining the strengths of an impulse-based simulation with a supplemental constraint maintenance scheme for modeling object interactions, (2) a toolkit of supplemental techniques to support object interactions in situations where collision detection algorithms commonly fail, (3) a haptic assembly and disassembly simulation useful for experimentation, and (4) results from a series of five experimental user studies with the focus of determining the effectiveness of haptic feedback in such a simulation. Additional contributions include knowledge of the usability and functionality of current collision detection libraries, the limitations of haptic feedback devices, and feedback from experimental subjects regarding their comfort and overall satisfaction with the simulation.

Traditional 2-D contour models, Physical Models, Computer-Aided Architectural Design (CAD), Virtual Reality models, Google SketchUp, and Building Information Modelling (BIM) have all greatly enhanced the design process by enabling designers to visualise buildings and the space within them prior to their construction. A recent development is Massively Multiplayer Online Games (MMOG) such as Second Life (SL). These offer users the opportunity to interact with other participants in real time, and so offer an excellent opportunity to experience the environment, layout and form of virtual buildings. However, the effectiveness of such applications to some extent depends upon how realistic the interactions of those using virtual spaces are in relation to interactions within the real world. This research examines the potential of this technology for enhancing and informing the early stage building design process. Initially, the tools currently used by architects at early stages of the RIBA Plan of Work were evaluated through interviewing architects. Then, the advantages of using MMOG over current tools at early-stage design were evaluated through interviews in SL. A virtual model was developed to examine how realistic the visualisation and interaction between end-users in an MMOG was. This was used to propose and validate guidance to incorporating MMOG into the early stages of the RIBA Plan of Work. It revealed that the virtual model created, the validated guidance and a successful example combining 2D sketches, Google SketchUp and MMOG at early-stage design can be used to guide architects to manage the complex decision making process in a simple, easy, cost-effective way, while effectively engaging both professional and non-professional stakeholders.

Η αίσθηση παρουσίας όπως και η αλληλεπίδραση θεωρούνται βασικά χαρακτηριστικά των συστημάτων εικονικής πραγματικότητας. Στην παρούσα εργασία έγινε η διερεύνηση αυτής της σχέσης της αίσθησης παρουσίας και της αλληλεπίδρασης σε εκπαιδευτικά εικονικά περιβάλλοντα, μέσα από ερευνητικές εργασίες, και η καταγραφή των συμπερασμάτων που προέκυψαν από αυτές. Δηλαδή, μελετήθηκε κατά πόσο ο συμμετέχων μπορεί να αισθανθεί παρών στην εικονική πραγματικότητα μέσα από την περιπλάνηση του σε χώρους, την αντιμετώπιση φαινομένων και την αλληλεπίδραση με αντικείμενα, που στην πραγματικότητα πιθανόν να μην ήταν εφικτά, και επίσης κατά πόσο μέσω της αλληλεπίδρασης και της αίσθησης παρουσίας του δίνεται η δυνατότητα να οικοδομήσει τη γνώση. / -