A number of three-dimensional virtual environments are available to develop vision-based robotic capabilities. These have the advantage of repeated trials at low cost compared to field testing. However, they still suffer from a lack of realism and credibility for validation and verification.This work consists of the creation and validation of state of the art virtual terrains for research in Martian rover vision-based navigation algorithms. This Master's thesis focuses on the creation of virtual environments, which are the exact imitations of the planetary terrain testbed at the European Space Agency's ESTEC site. Two different techniques are used to recreate the Martian-like site in a simulator. The first method uses a novel multi-view stereo reconstruction technique. The second method uses a high precision laser scanning system to accurately map the terrain.Comparison of real environment to the virtual environments is done at exact same locations by making use of captured stereo camera images. Ultimately, the differences will be characterized by the main known feature detectors (e.g. SURF, and SIFT).The present work led to the creation and validation of a database containing highly realistic virtual terrains which can be found on Mars for the purpose of vision-based control algorithms verification. / <p>Validerat; 20120821 (anonymous)</p>

The provision of educational sources on the Web through specific portals or by public libraries has given democratic spaces to both students and teachers to support their educational routine. However, it is always a challenge to make all that diversity of resources useful to each individual having into consideration their needs. This dissertation seeks to contribute providing students and teachers with a computational environment to help in the learning process. This solution connected to a Learning Virtual Environment and an Exercise Virtual Environment allows students to have an automatic tutorial support, which has references and content targeted to their learning level. This solution allows to the teachers not only support their didactic work with the students, but also it permits to view the status of each student against curricular elements that should be addressed in the teacherâs discipline. Such approach can help the teacher in making adjustments and improvements to the course. ESignifica, a recommendation system was developed according to the filtering hybrid techniques, that add a content and a collaborative filter as well. The developed solution was tested with a student group from the Calculus subject that belonged to the Electrical Engineering course from the Federal University of Cearà â UFC, academic years 2012, 2013 and 2014. The Recommendation System developed and the experimental results achieved are presented in this dissertation. / A oferta de recursos educacionais na web por meio de portais especÃficos ou de bibliotecas pÃblicas de conteÃdo tem proporcionado espaÃos democrÃticos a alunos e professores no apoio a suas prÃticas acadÃmicas. No entanto, tornar Ãtil a diversidade de recursos disponÃveis levando em consideraÃÃo as necessidades especÃficas de cada indivÃduo à ainda um desafio a enfrentar. Inserindo-se neste contexto, este trabalho, propÃe um ambiente computacional a alunos e professores que seja capaz de sugerir, de maneira seletiva, conteÃdos de apoio ao processo de aprendizagem. Integrando um Ambiente Virtual de Aprendizagem a um Ambiente Virtual de ExercÃcios, o Sistema de RecomendaÃÃo sugere ao aluno referÃncias a conteÃdos adequados ao nÃvel de dificuldade apresentado durante a realizaÃÃo de exercÃcios interativos propostos. AlÃm disso, a partir do rastreamento das interaÃÃes dos alunos com os exercÃcios interativos e compilaÃÃo de resultados, o sistema permite identificar, atravÃs de relatÃrios, os conteÃdos com os quais os alunos vÃm apresentando maiores dificuldades, tanto do ponto de vista individual como coletivo, instrumentalizando professores à realizaÃÃo de medidas proativas. O sistema de recomendaÃÃo desenvolvido, denominado eSignifica, foi especificado segundo as tÃcnicas de filtragem hÃbrida, combinando filtragem de conteÃdo e filtragem colaborativa. A soluÃÃo desenvolvida foi testada com turmas de alunos de uma disciplina de CÃlculo Fundamental do curso de Engenharia ElÃtrica da Universidade federal do Cearà â UFC nos anos letivos de 2012, 2013 e 2014. O Sistema de RecomendaÃÃo desenvolvido e os resultados experimentais alcanÃados demonstraram a possibilidade que um trabalho preventivo pode resultar em um melhor rendimento da turma, assim como apresentar as dificuldades mais relevantes da turma pode servir de auxÃlio ao professor para um planejamento de aulas mais eficaz.

Esta tese tem como temática central as práticas didáticas em Ambiente Virtual de Aprendizagem – AVA. Investiga as modificações que estão sendo produzidas na ação docente e evidenciadas nos registros on line das práticas didáticas em AVA. A investigação ocorre a partir dos marcos teórico e conceitual propostos pela Epistemologia Genética piagetiana. Parte de um estudo de caso das práticas didáticas on line, de um curso Técnico desenvolvido no AVA MOODLE. Elege como evidências de dados os registros escritos on line das organizações didáticas, desenvolvidas em diferentes semestres pelo mesmo docente, e as entrevistas semiestruturadas e inspiradas em alguns recursos do método clínico piagetiano. Todas as práticas on line selecionadas dos seis docentes foram analisadas por meio da análise de conteúdo. As entrevistas foram realizadas com os docentes e objetivaram conhecer: a trajetória acadêmica e profissional de cada um deles; confirmar o que fora analisado a partir dos registros escritos on line das suas práticas no ambiente virtual; compreender o que os leva a realizar mudanças na sua ação durante a organização das suas práticas didáticas on line. Chegou-se a três categorias de práticas didáticas on line: as que apresentam modificações dos formatos; as que apresentam modificações metodológicas; e aquelas que apresentam modificações dos formatos e modificações metodológicas. As modificações dos formatos compreendem as modificações de apresentação e de organização dos espaços, de apresentação e de elaboração do material didático, de comunicação das linguagens escrita, visual e audiovisual. São modificações figurativas do objeto, ou seja, constituídas apenas por configurações. E são realizadas a partir da percepção do docente em relação à organização das formas. As modificações metodológicas compreendem as modificações de comunicação e expressão e de proposta pedagógica de avaliação da aprendizagem. Essas modificações respondem às necessidades do docente e às reflexões realizadas a partir das ações. / This thesis has as its central theme the teaching practices in Virtual Environment of Learning – VEL. It investigates the changes that are being produced in the teaching activities and evidenced in the records of online teaching practices in VEL. The research occurs based on the theoretical and conceptual frameworks proposed by Piaget’s Genetic Epistemology. Part of a case study of teaching practices online, a technical course is developed in VEL MOODLE. It chooses as data evidence the online written records of the educational organizations, developed in different semesters by the teacher, and the semi-structured interviews and inspired in some features of Piaget’s clinical method. All online practices selected from the six teachers were analyzed by means of the content analysis. Interviews were conducted with teachers and they aimed to know: the academic and professional trajectory of each of them; confirm what had been analyzed from the online writing records of their practices in the virtual environment; understand what drives them to make changes in its action during the organization of their online teaching practices. There were even three categories of online teaching practice: the ones that present format changes; the ones with methodological changes; and the ones with format changes and methodological changes. The format modifications include modifications of presentation organization of spaces, presentation and preparation of the teaching material, communication of the written, visual and audiovisual languages. They are figurative modifications of the object, in other words, consisting only of configurations. And they are performed from the perception of teachers in relation to the organization of forms. The methodological changes include communication modifications and expression and pedagogical proposal for learning evaluation. Those changes meet the needs of teachers and the considerations made from actions.

Uma vez que uma aplicação ou projeto tenha sido identificado como sujeito ao uso da simulação, decisões devem ser tomadas acerca de como conduzir os estudos. Embora não haja regras definitivas, alguns passos são geralmente recomendados, tais como: planejamento do estudo, definição do sistema, construção do modelo, execução dos experimentos, análise dos resultados e relatório final. E, a construção do modelo é uma das etapas mais demoradas e complexas. Na execução dos experimentos, e na análise dos resultados a Realidade Virtual (RV) é uma interface que pode fornecer um suporte importante para a tomada de decisões, pois a RV auxilia na criação de mundos virtuais semelhantes ao mundo real, que ajudam na compreensão do funcionamento dos sistemas. Este trabalho propõe um metamodelo para o desenvolvimento de sistemas de simulação de eventos discretos com interface de RV aplicados a ambientes ou estações de trabalho de manufatura. A proposta do metamodelo é composto por quatro módulos: i) de edição e validação de modelos, ii) de criação, edição e execução de ambientes virtuais, iii) de conexão para efetuar o elo entre os dois primeiros módulos e, iv) de controle para gerenciar a comunicação e controlar a simulação. Como resultado tem-se a simulação centralizada baseada no modelo descrito em Rede de Petris (RP) com interface de RV distribuída. O sistema computacional gerado pelo metamodelo auxiliará no aprendizado e compreensão do problema simulado, e ainda permitirá ao usuário o envolvimento através da iteração. / The VR aids in the creation of virtual worlds similar to the real world, helping in understanding how a system works. This research work is concerned with the development of a discrete-event system simulation based on Petri Nets, with Virtual Reality interface for manufacturing environment or workstations. The system is composed of four modules, the first is model editing and validation, the second module is a modeling tool for virtual objects and/or a library of virtual elements, the third module makes the link between the two previous modules, and finally, the fourth is a simulation and control module. The centralized simulation is based on models described by Petri Nets with distributed RV interface resulting in a flexible and consistent system. The system will help users in learning and understanding the simulation problem, and it will also allow the user\'s integration with the environment through the interaction, and through distributed interface.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-05-10T13:16:49Z No. of bitstreams: 1 renatagomes.pdf: 7256445 bytes, checksum: 5f1b4290c3a2ac4e463c66a7b9cb7c54 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-06-15T13:11:55Z (GMT) No. of bitstreams: 1 renatagomes.pdf: 7256445 bytes, checksum: 5f1b4290c3a2ac4e463c66a7b9cb7c54 (MD5) / Made available in DSpace on 2016-06-15T13:11:55Z (GMT). No. of bitstreams: 1 renatagomes.pdf: 7256445 bytes, checksum: 5f1b4290c3a2ac4e463c66a7b9cb7c54 (MD5) Previous issue date: 2015-04-11 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Este trabalho tem como objetivo central o uso de recursos tecnológicos para a implementação das aulas de matemática e também realizar atividades de cunho investigativo, onde haja uma maior interação do aluno com a ferramenta matemática a ser estudada. O software GeoGebra foi escolhido para a realização das tarefas propostas ao longo do texto por ser uma ferramenta dinâmica e acessível. Mais duas plataformas tecnológicas são usadas: o Google Sites e o Google Docs, sendo que ambas foram escolhidas por serem também gratuitas e de manuseio simples. Os recursos tecnológicos apresentados visam atender a realidade escolar por serem gratuitos e proporcionarem a realização das atividades de forma individual e/ou conjunta. As atividades elaboradas buscam dar subsídio aos professores da educação básica para a inserção da tecnologia em suas aulas. São tarefas, às vezes, muito simples mas com grande potencial didático-matemático. Muitas das vezes a geometria é colocada em segundo plano nas aulas de matemática e assim grande parte das atividades propostas aqui giram em torno de conceitos geométricos estudados ao longo das séries finais do Ensino Fundamental e de todo o Ensino Médio. / This work has as main objective the use of technological resources for the implementation of math classes and also perform activities with investigative purpose, in which has a greater interaction of students with the mathematical tool to be studied. GeoGebra software was chosen to carry out the tasks proposed in the text because it is a dynamic, accessible and friendly tool. Two more technology platforms are used: Google Sites and Google Docs, and both were chosen because they are also free and simple to handle. The presented technological resources aim to meet all kinds of school reality because they are free and provide the achievement of individual and/or group activities. The developed activities seek to give allowance to teachers of basic education to insert technology in their classes. Those tasks are, sometimes, very simple but with great didactic and mathematical potential. Very often the geometry is placed in the background in math classes, and therefore much of the activity proposed here surround geometric concepts studied during the final years of primary school and throughout high school.

Tendo em vista a importância da disciplina Estatística Aplicada à Administração no exercício da função do futuro administrador, pretendeu-se com este trabalho elaborar e desenvolver a estrutura do LaViE Laboratório Virtual de Estatística Aplicada à Administração um ambiente virtual de aprendizado destinado a alunos de Graduação e Pós-Graduação em Administração, e que tem por objetivo facilitar a compreensão da matéria e conciliar a motivação e a facilidade no aprendizado. O trabalho consistiu na criação da estrutura de um ambiente virtual (web page) por meio do qual os estudantes têm acesso desde a conceitos básicos da Estatística até a aplicação prática da matéria em situações modelo encontradas no cotidiano do administrador, aliando, dessa forma, a teoria à prática. Utiliza-se, portanto, da internet, a rede mundial de computadores, cujo recente crescimento no número de usuários proporcionou, juntamente com o avanço computacional e eletrônico, a revalorização da educação a distância, revelando-se um agente facilitador do processo de distribuição do conhecimento, uma vez que permite ao estudante aprender no seu contexto imediato, planejar no tempo e no espaço suas atividades de estudo, seguindo seu próprio ritmo de aprendizagem. O desenvolvimento da estrutura desse ambiente virtual de ensino-aprendizagem abrangeu as seguintes etapas: levantamento bibliográfico, análise, planejamento e desenvolvimento, implementação, utilização e avaliação. / Having in mind the importance of the discipline Statistical Applied to the Administration in the exercise of the function of the future manager, intended with this work to study and develop the LaViE structure Virtual Laboratory of Statistical Applied to the Administration a virtual environment of learning for graduation and post graduation administration students, with the purpose to facilitate the comprehension of the subject and to conciliate motivation and easiness in learning. This work consisted in the creation of the structure of a virtual environment (web Page) that promote for the students accessing since basic concepts of the Statistics until the practice application of the subject in model situations observed in manager routine, it allying the theory to the practice. It use, therefore, internet, the world network of computers, whose recent growth in the number of users provided, together with the computational and electronic advance, the revaluation of the distance learning, and revealed a facilitative agent of the knowledge distribution process, once that it allows for the students to learning in their immediate context, to planning in the time and in their space study activities according to their learning rhythm. The development of the structure of this virtual environment of teaching-learning embraced the next stages: bibliographic rising, analysis, planning and development, implementation, utilization and evaluation.

Orientador: José Mario De Martino / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Engenharia Elétrica e de Computação / Made available in DSpace on 2018-08-23T00:16:40Z (GMT). No. of bitstreams: 1 Ramos_RafaelGuimaraes_M.pdf: 8228877 bytes, checksum: 7b943d579b89dd9cb856e7bc292a1c33 (MD5) Previous issue date: 2013 / Resumo: Este trabalho apresenta um ambiente de visualização interativo em tempo-real para a simulação do comportamento de risers rígidos verticais. O riser é um duto cilíndrico essencial na extração de óleo em águas profundas e ultra-profundas, uma tarefa desafiadora que impõe diversas cargas sobre a estrutura. Ondas, correntes e movimentos da plataforma são algumas dessas fontes de tensão, que podem levar a danos por fadiga ou mesmo rupturas. Simulações computacionais é uma ferramenta de grande valia para prevenir e diagnosticar tais problemas, mas em geral apresentam a desvantagem de produzir um grande volume de dados numéricos de difícil interpretação. Técnicas de visualização científica podem ser utilizadas para representar os dados de uma maneira mais intuitiva e realista. Entretanto, os sistemas identificados na literatura apresentam limitações quanto à interação em tempo-real. A visualização é realizada como um playback, após a simulação ter sido completado, e sempre que os parâmetros de simulação são alterados o usuário deve esperar um tempo considerável enquanto os resultados são recalculados. Neste trabalho, o ambiente desenvolvido permite a visualização do comportamento do riser com interação em tempo-real, em que o novo comportamento do riser é obtido imediatamente após os parâmetros de simulação ser alterado pelo usuário / Abstract: This work presents a visualization environment with real-time interaction for the simulation of vertical rigid risers. The riser is a cylindrical pipe essential for the extraction of oil in deep and ultra-deep waters, a challenging task that imposes several loads over the structure. Waves, currents and platform movements are some of these stress sources that may lead to fatigue damage or even rupture. Computer simulations are a tool of great value for preventing and diagnosing such problems, but have usually the drawback of producing a large volume of numerical data difficult of being interpreted by the user. Scientific visualization techniques can be used to represent data in a more intuitive and realistic way. However, projects identified in the literature present limitations regarding real-time interaction. The visualization is performed as a playback, after the simulation has been completed, and whenever simulation parameters are changed, the user has to wait a considerable time for the results to be recalculated. In this work, the developed simulation environment allows visualization of riser behavior with real-time interaction, where the new riser behavior is obtained immediately after simulation parameters are changed by the user / Mestrado / Engenharia de Computação / Mestre em Engenharia Elétrica

La navigation en environnement virtuel est susceptible d’induire le mal du simulateur selon les conditions et le profil des utilisateurs. Le caractère potentiellement multimodal de la réalité virtuelle est susceptible d’apporter des solutions à ces problèmes tout en améliorant le sentiment de présence. Dans ce contexte, l’objectif de ce travail de recherche est de déterminer quel est l’impact sur la simulation de l’apport des modalités vibratoires pour l’aide à la navigation dans un environnement virtuel.Pour cela une taxonomie des méthodes de navigation est proposée. Il en résulte 4 types, concrète égo-centrée, concrète exo-centrée, abstraite égo-centrée et abstraite exo-centrée. Dans un premier temps, des vibrations utilisées pour simuler des bandes rugueuses lors d’une simulation de conduite sont étudiées. L’expérimentation permet de conclure que ces vibrations rendent le conducteur plus attentif à l’environnement et donc sa conduite plus sûre. Par la suite nous avons développé les 3 modalités vibratoires suivantes, vibrations proprioceptives, vibrations synchronisées sur le pas et vibrations continues. L’évaluation de ces vibrations combinées avec différents types de méthode de navigation ont permis de montrer que les vibrations permettent de diminuer le mal du simulateur et d’augmenter le sentiment de présence. Ces travaux ont mis en évidence l’importance du choix de la modalité vibratoire à utiliser suivant l’effet souhaité en fonction de la méthode de navigation utilisée dans la simulation. Enfin, deux langages vibratoires ont été développés et évalués, le « Pushing Pattern » et le « Compass Pattern ». L’évaluation de ces langages a montré que le « Compass Pattern » était plus performant pour guider l’utilisateur dans un environnement virtuel. / The virtual environment navigation may induces the simulator sickness depending on conditions and user’s profile. The potential virtual reality multimodality may provide solutions to these problems while improving the sense of presence. In this context, the objective of this research is to determine what is the impact of vibrational modalities for navigation in virtual environments on the simulation.A taxonomy of navigation methods is proposed. It results in 4 types, specific egocentric, specific exocentric, abstract egocentric and abstract exocentric. First we simulate rumble strip vibrations during a driving simulation. The experimentation exposed that these vibrations make driver more aware about the environment and his driving safer. We also develop 3 vibratory modalities, proprioceptive vibrations, footstep vibrations and continuous vibrations. Experimentations show that vibrations help to reduce simulator sickness and to increase the sense of presence depending on the used navigation method in the simulation. Last we develop and evaluate 2 vibration languages for guidance, Pushing pattern and Compas pattern. The evaluation exposes that Compass pattern is better in guiding the user.

Au cours de nos travaux, nous nous sommes intéressés à l’apprentissage de gestes techniques en environnement virtuel. Ces environnements permettent en effet de se former à un geste réalisable dans un environnement réel, en ayant des aides qui ne seraient quant à elle pas disponibles, comme la trace en trois dimensions du geste par exemple, ou la possibilité de voir son geste d’un point de vue différent. Toutefois dans le cadre du guidage de geste, il s’avère que la plupart des métaphores visuelles usuelles ne tiennent pas ou peu compte du problème de dépendance qu’elles génèrent. L’hypothèse de guidage issue des théories sur l’apprentissage moteur, stipule en effet que l’utilisation continue d’aides pendant l’apprentissage génère une dépendance de l’apprenant vis-à-vis de ces aides. Ce dernier n’est alors plus capable de reproduire correctement le geste ou la tâche demandée sans l’aide de ces aides. Néanmoins, en réalité virtuelle l’utilisation d’aides d’apprentissage reste nécessaire pour la formation. Pour répondre à cette problématique nous proposons une nouvelle métaphore dynamique d’interaction 3D en environnement virtuel, basée sur la modalité visuelle. Notre approche consiste à axer l’apprentissage sur le ressenti de l’utilisateur, en nous basant sur une pédagogie essai-erreur dans le cadre théorique du paradigme de l’énaction. Notre métaphore indique à l’apprenant ses erreurs de trajectoire en temps réel, l’incitant implicitement à se corriger. Notre hypothèse est que lorsque l’aide n’est plus affichée, l’apprenant est capable de reproduire le geste convenablement en se basant sur ses sensations passées. Nous avons conduit une première expérimentation afin de vérifier que notre métaphore permet bien de reproduire un geste présenté au préalable tout en corrigeant les erreurs de trajectoire. Puis, dans un second temps une deuxième expérimentation a démontré que la métaphore permettait d’obtenir de meilleures performances et qu’elle réduisait davantage la dépendance que des métaphores usuelles de guidage. / In the light of our work, we were interested in precise gesture learning in virtual environment. In these environments, learners can train in safer and longer training sessions than in real environments, using augmented feedback that wouldn’t be available otherwise—such as a 3D trace of canonical movements or the opportunity to see your gesture from a different point of view. However, in the context of gesture guidance, most of the usual visual metaphors do not tackle the dependency they generate. The guidance hypothesis, from motor learning theories, states that the continuous use of feedback during early phases of learning leads to a dependency on the feedback. Learners are no longer able to properly reproduce the requested gesture or task without the help of this feedback. However, in virtual environments the use of augmented feedback remains necessary for training. To deal with this issue, we propose a new dynamic metaphor for 3D interaction in virtual environments, based on the visual modality. Our approach is focus users’ training on their intrinsic feedback, by using a trial-and-error strategy. Our metaphor shows users’ trajectory errors in real time, implicitly spurring them to correct these errors. We assume that when the metaphor is no longer visible, learners are able to properly reproduce the gesture using their past experiences. We conducted a first experiment to evaluate the capacity of our metaphor to properly guide learners during gesture training. Then, a second experiment showed that the metaphor allowed learners to improve their performance and that it further reduced the dependency than usual guiding metaphors.

L’objectif de cette thèse était d’analyser les difficultés de wayfinding de personnes présentant une déficience intellectuelle (DI) sous l’angle de l’autorégulation et de l’hétérorégulation. Pour cela, trois études utilisant une situation d’apprentissage d’itinéraires en environnement virtuel ont été menées. La première montre que les personnes présentant une DI ont un niveau d’autorégulation globale et de certaines stratégies autorégulatrices plus faible que les personnes au développement typique de même âge chronologique. Elles acquièrent la connaissance d’itinéraires après un apprentissage plus long et sont peu nombreuses à développer une connaissance de la configuration de l’environnement. La seconde étude, portant sur 19 dyades éducateurs-jeunes présentant une DI, révèle un ajustement entre l’hétérorégulation des éducateurs et l’autorégulation des jeunes. En outre, l’analyse des aides verbales données par les éducateurs montre qu’ils utilisent principalement des prescriptions d’actions associées ou non aux points de repère. L’impact de ces deux types d’aides a été testé dans la troisième étude montrant que les prescriptions d’actions associées aux points de repère favorisent l’apprentissage d’itinéraires chez les personnes présentant une DI et chez des enfants au développement typique de même niveau de développement intellectuel. Nos résultats semblent montrer que l’autorégulation, l’hétérorégulation et le wayfinding ne sont pas des processus indépendants. Toutefois, d’autres recherches sont nécessaires pour mieux définir la nature de leur relation. Enfin, plusieurs implications pratiques sont envisagées concernant l’autorégulation, les méthodes d’apprentissage des déplacements et les aides à la navigation. / The aim of this thesis was to analyse the wayfinding difficulties in individuals with intellectual disability (ID) from the angle of self-regulation and other-regulation. For this purpose, three experiments were conducted using route learning in virtual environments. The first study showed that people with ID had a lower level of global self-regulation and of some self-regulatory strategies than typically developing people of the same chronological age. They acquired route knowledge after a longer learning time and had difficulties in developing configurational knowledge of the environment. The second study, including 19 educators-teenagers with ID dyads, revealed an adjustment between educators’ regulation and teenagers’ self-regulation. Moreover, the analysis of the verbal aids given by the educators showed that they mainly used prescriptions of actions with or without reference to landmarks. The impact of these two types of aids was tested in the third study showing that prescriptions of actions with reference to landmarks promoted route learning in people with ID and typically developing children with the same level of intellectual development. Our results suggested that self-regulation, other-regulation and wayfinding are not independent processes. However, further research is needed to better define the nature of their relation. Several practical implications are envisaged concerning self-regulation, methods of teaching independent travel and navigational aids.