WO2011040804A1 - Technique de simulation audiovisuelle (vastech) - Google Patents

Technique de simulation audiovisuelle (vastech) Download PDF

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Publication number
WO2011040804A1
WO2011040804A1 PCT/MY2010/000176 MY2010000176W WO2011040804A1 WO 2011040804 A1 WO2011040804 A1 WO 2011040804A1 MY 2010000176 W MY2010000176 W MY 2010000176W WO 2011040804 A1 WO2011040804 A1 WO 2011040804A1
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WO
WIPO (PCT)
Prior art keywords
user
game
remedial
games
module
Prior art date
Application number
PCT/MY2010/000176
Other languages
English (en)
Inventor
Sau Cheong Loh
Hock Ow.Siew
Peng Chew.Fong
Zahari Ishak
Gim Liew.Siew
Original Assignee
Universiti Malaya (U.M)
Priority date (The priority date is an assumption and is not a legal conclusion. Google has not performed a legal analysis and makes no representation as to the accuracy of the date listed.)
Filing date
Publication date
Application filed by Universiti Malaya (U.M) filed Critical Universiti Malaya (U.M)
Priority to CN2010800534511A priority Critical patent/CN102754141A/zh
Publication of WO2011040804A1 publication Critical patent/WO2011040804A1/fr

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Classifications

    • A—HUMAN NECESSITIES
    • A63—SPORTS; GAMES; AMUSEMENTS
    • A63F—CARD, BOARD, OR ROULETTE GAMES; INDOOR GAMES USING SMALL MOVING PLAYING BODIES; VIDEO GAMES; GAMES NOT OTHERWISE PROVIDED FOR
    • A63F13/00—Video games, i.e. games using an electronically generated display having two or more dimensions
    • A63F13/50—Controlling the output signals based on the game progress
    • A—HUMAN NECESSITIES
    • A63—SPORTS; GAMES; AMUSEMENTS
    • A63F—CARD, BOARD, OR ROULETTE GAMES; INDOOR GAMES USING SMALL MOVING PLAYING BODIES; VIDEO GAMES; GAMES NOT OTHERWISE PROVIDED FOR
    • A63F13/00—Video games, i.e. games using an electronically generated display having two or more dimensions
    • A63F13/40—Processing input control signals of video game devices, e.g. signals generated by the player or derived from the environment
    • A63F13/44—Processing input control signals of video game devices, e.g. signals generated by the player or derived from the environment involving timing of operations, e.g. performing an action within a time slot
    • A—HUMAN NECESSITIES
    • A63—SPORTS; GAMES; AMUSEMENTS
    • A63F—CARD, BOARD, OR ROULETTE GAMES; INDOOR GAMES USING SMALL MOVING PLAYING BODIES; VIDEO GAMES; GAMES NOT OTHERWISE PROVIDED FOR
    • A63F13/00—Video games, i.e. games using an electronically generated display having two or more dimensions
    • A63F13/60—Generating or modifying game content before or while executing the game program, e.g. authoring tools specially adapted for game development or game-integrated level editor
    • A—HUMAN NECESSITIES
    • A63—SPORTS; GAMES; AMUSEMENTS
    • A63F—CARD, BOARD, OR ROULETTE GAMES; INDOOR GAMES USING SMALL MOVING PLAYING BODIES; VIDEO GAMES; GAMES NOT OTHERWISE PROVIDED FOR
    • A63F13/00—Video games, i.e. games using an electronically generated display having two or more dimensions
    • A63F13/60—Generating or modifying game content before or while executing the game program, e.g. authoring tools specially adapted for game development or game-integrated level editor
    • A63F13/67—Generating or modifying game content before or while executing the game program, e.g. authoring tools specially adapted for game development or game-integrated level editor adaptively or by learning from player actions, e.g. skill level adjustment or by storing successful combat sequences for re-use
    • G—PHYSICS
    • G09—EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
    • G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
    • G09B19/00—Teaching not covered by other main groups of this subclass
    • A—HUMAN NECESSITIES
    • A63—SPORTS; GAMES; AMUSEMENTS
    • A63F—CARD, BOARD, OR ROULETTE GAMES; INDOOR GAMES USING SMALL MOVING PLAYING BODIES; VIDEO GAMES; GAMES NOT OTHERWISE PROVIDED FOR
    • A63F13/00—Video games, i.e. games using an electronically generated display having two or more dimensions
    • A63F13/45—Controlling the progress of the video game
    • A63F13/47—Controlling the progress of the video game involving branching, e.g. choosing one of several possible scenarios at a given point in time
    • A—HUMAN NECESSITIES
    • A63—SPORTS; GAMES; AMUSEMENTS
    • A63F—CARD, BOARD, OR ROULETTE GAMES; INDOOR GAMES USING SMALL MOVING PLAYING BODIES; VIDEO GAMES; GAMES NOT OTHERWISE PROVIDED FOR
    • A63F13/00—Video games, i.e. games using an electronically generated display having two or more dimensions
    • A63F13/80—Special adaptations for executing a specific game genre or game mode
    • A63F13/822—Strategy games; Role-playing games
    • A—HUMAN NECESSITIES
    • A63—SPORTS; GAMES; AMUSEMENTS
    • A63F—CARD, BOARD, OR ROULETTE GAMES; INDOOR GAMES USING SMALL MOVING PLAYING BODIES; VIDEO GAMES; GAMES NOT OTHERWISE PROVIDED FOR
    • A63F13/00—Video games, i.e. games using an electronically generated display having two or more dimensions
    • A63F13/90—Constructional details or arrangements of video game devices not provided for in groups A63F13/20 or A63F13/25, e.g. housing, wiring, connections or cabinets
    • A63F13/95—Storage media specially adapted for storing game information, e.g. video game cartridges
    • A—HUMAN NECESSITIES
    • A63—SPORTS; GAMES; AMUSEMENTS
    • A63F—CARD, BOARD, OR ROULETTE GAMES; INDOOR GAMES USING SMALL MOVING PLAYING BODIES; VIDEO GAMES; GAMES NOT OTHERWISE PROVIDED FOR
    • A63F2300/00—Features of games using an electronically generated display having two or more dimensions, e.g. on a television screen, showing representations related to the game
    • A63F2300/20—Features of games using an electronically generated display having two or more dimensions, e.g. on a television screen, showing representations related to the game characterised by details of the game platform
    • A63F2300/206—Game information storage, e.g. cartridges, CD ROM's, DVD's, smart cards
    • A63F2300/207—Game information storage, e.g. cartridges, CD ROM's, DVD's, smart cards for accessing game resources from local storage, e.g. streaming content from DVD
    • A—HUMAN NECESSITIES
    • A63—SPORTS; GAMES; AMUSEMENTS
    • A63F—CARD, BOARD, OR ROULETTE GAMES; INDOOR GAMES USING SMALL MOVING PLAYING BODIES; VIDEO GAMES; GAMES NOT OTHERWISE PROVIDED FOR
    • A63F2300/00—Features of games using an electronically generated display having two or more dimensions, e.g. on a television screen, showing representations related to the game
    • A63F2300/60—Methods for processing data by generating or executing the game program
    • A63F2300/6027—Methods for processing data by generating or executing the game program using adaptive systems learning from user actions, e.g. for skill level adjustment
    • A—HUMAN NECESSITIES
    • A63—SPORTS; GAMES; AMUSEMENTS
    • A63F—CARD, BOARD, OR ROULETTE GAMES; INDOOR GAMES USING SMALL MOVING PLAYING BODIES; VIDEO GAMES; GAMES NOT OTHERWISE PROVIDED FOR
    • A63F2300/00—Features of games using an electronically generated display having two or more dimensions, e.g. on a television screen, showing representations related to the game
    • A63F2300/80—Features of games using an electronically generated display having two or more dimensions, e.g. on a television screen, showing representations related to the game specially adapted for executing a specific type of game
    • A63F2300/807—Role playing or strategy games

Definitions

  • the present invention relates to a visual auditory learning technique preferably a simulation technique for learning.
  • the ability to attend and stay on task is critical to our ability to function within society. It is therefore particularly important for learners to be on-task whenever learning tasks are performed. No learning can occur unless the learner is first able to focus on the relevant aspects of the task or concept and to focus on that long enough to process the information, . giving it meaning and making it usable. For children, me inability to pay attention and stay on task while learning new skills and information can be challenging.
  • On-Task Behavior in this expariment is defined as the successful completion of a task or tasks given by the researcher, e.g. a drawing task, body exercise and so on.
  • VASTech Visual Auditory Simulation Technique
  • the method of Visual Auditory Simulation Technique includes identifying user module level; setting the user to appropriate module level (preferably 3 modules); setting module time range (1 to 15 minutes); setting games with unique features (such as colorful, attractive, animated, music-added, simulated context, simple instruction, moral-based tasks, provision of reinforcement features); providing the user with games to perform in each module; providing the user with remedial games in each module (includes 5 simplified tasks for Remedial 1 and Remedial 2 in each module); providing the user wit games on incremental basis; providing the user with gradual (whereby, Game 1 ends at 1 minute, Game 2 ends at 2 minutes, Game 3 ends at 3 minutes, and so on with the subsequent games) and systematic training on attention; observing the user; and compiling data to obtain information.
  • module level preferably 3 modules
  • setting module time range (1 to 15 minutes
  • games with unique features such as colorful, attractive, animated, music-added, simulated context, simple instruction, moral-based tasks, provision of reinforcement features
  • providing the user with games to perform in each module providing the user with remedial games
  • the system includes multimedia software.
  • the software includes colorful features, attractive, animated, music-added, simulated context, simple instruction, moral-based tasks, and provision of reinforcement features, plurality of modules (the modules are grouped from simple to complex level) and a plurality of games. Indeed, the games having the means of increasing time for each game (preferably 5 different tasks for Remedial , 1 and Remedial 2 in each module) and providing plurality of different tasks for the users.
  • the system includes at least 3 module levels, whereby the 3 modules comprising module 1 for beginner, module 2 for intermediate learners and module 3 for advance learners.
  • each game has an incremental time of 1 minute, which means that Game 1 will last for 1 minute, Game 2 will last for 2 minutes, Game 3 will last for 3 minutes, and so on with the subsequent games until Game 15.
  • the present invention also relates to a manual for Visual Auditory Simulation Technique (VASTech).
  • the presnt invention disloses A kit set for Visual Auditor Simulation Technique (VASTech), wherein the kit includesra user manual depicting how the normal igame, Remedial 1 and Remedial 2 are played; a book or manuscript describing the visual auditory simulation concept; a digital data storing device [three storing device featuring the three modules, wherein each module comprises five (5) games ] such as a compact disc (CD) or any other digital stormg device; and an activity manual comprises activities to be completed by the child after eac module.
  • VASTech Visual Auditor Simulation Technique
  • FIG. 1 is a diagrarh showing a model of cognitive processing
  • FIG. 2 is a diagram showing a quasi experimental design
  • FIG. 3 is a diagram showing an example of how the program interface or game is presented.
  • the present invention relates to Visual Auditory Simulation Technique (VAStech).
  • VAStech Visual Auditory Simulation Technique
  • cognition is a highly interactive internalized process which departs from the perspectives of the constnictivists and behaviorists.
  • the critical factors influencing the success of learning include the learner's selection of stimuli, from all the available environmental stimuli and the process they use to give meaning to those environmental stimuli.
  • a variety of functional models and hypotheses have resulted from this aspect of the complex process involves in cognition.
  • cognitive functions models There are three primary components of cognitive functions models, namely structural components, strategic control components and executive control functions components.
  • the structural components of the cognitive model include the sensory register, the immediate memory (short-term and working memories), and the long-term storage or memory. While the strategic control components include functions or strategies for completing specific tasks, it contain attention, perception and the storage and retrieval strategies used to transform information so that it is useful in the next step of the processing.
  • the executive control functions would carry out a variety of monitoring activities, evaluating the effectiveness of cognitive processing, directing the flow 6f information and allocating resources.
  • Attention is an integral part of a cognitive process. Deficiencies and inefficiencies in attention create problems in learning and everyday functioning for many learners with disabilities. However, difficulties in learning are more likely caused by a fundamental limitation in the cognitive functioning as a system than by a deficit in any single function such as attention. However, the ability to attend or the quality of that attention is affected by the interaction of three variables: the child, the setting and the task. Thus, training attention seems to depend largely on the setting and task while recognizing the disabilities remains a constant factor which is important in the effort
  • This present invention adopts both the quantitative and the qualitative approaches.
  • the quantitative approach involves the quasi experimental study, while the qualitative approach 5 would be on observation and interview.
  • FIG 2 shows the quasi experimental design adopted for the present invention.
  • Multimedia is used to simulate reality, through video and audio streams, to produce a sense of learning "in context.” This may be especially important in skill-training environments, when learning in an actual cockpit or surgical operating room would be unsafe and costly. In 15 more academic domains, simulations can give students the feel of an authentic experience, and both situated learning and anchored learning approaches have attempted to capitalize on this advantage of multimedia presentation.
  • Visual Auditory Simulation Technique include being colorful, attractive, animated, music-added, simulated context, simple instruction, moral-based tasks, provision of reinforcement features, a series of easy-to-use 15 games structured in the form of concrete stimuli (e.g.
  • the games would exist in 3 modules: 1 module for beginner, 1 module for intermediate learners and 1 module for advance learners, the activities would be set with different time, ranging from 1 - 15 minutes, the duration for each activity will be set in an incremental basis, which means that Game 1 will last for 1 minute, game 2 will last for 2 minutes, game 3 will last for 3 minutes, and so on with the subsequent games until Game 15; io the purpose of setting the short timeframe in an incremental basis is to allow gradual and systematic training of enhancing learners' attention while performing the games. Also, researchers in the area of attention have relied quite heavily on speeded task. A preliminary testing on the software was conducted. Three children with special needs of which two were children with Down syndrome and one was children with autism were chosen to participate in the pilot testing of the software. Here are some observations obtained from the children.
  • Child 1 5 years old, Autistic child. He just played until Game 2 but repeated Game 1 for 3 times. He managed to concentrate on screen for first few minute, then he start to touch on the ; screen, since there is an exit button there. He kept on pressing the button to exit. This is the reason why he repeated Game 1 for 3 times.
  • Child 2 6 years old, Down Syndrome child. He managed to play until Game 5. He showed more interest on Game 4 and 5.
  • Child 3 4 years old, Down Syndrome child. He managed to play until Game 5 with the guidance and urge from people. During the testing, he lost concentration easily by pressing the keyboard button here and there without looking at the screen.
  • Module 1, 2 and 3 includes 5 separate games each which are used to build attention of a child. Each of the five games in this module 1, 2 and 3 has a manual and a game guideline. Each game contains a normal game, Remedial 1 and Remedial 2. If the user cannot complete the normal game, then the user will be directed to Remedial 1 with same time allocation. If the user cannot complete the game in Remedial 1, then the user will be directed to Remedial 2 with same time allocation. Remedial 1 is an easier approach than normal game to encourage a user to complete a given task. Remedial 2 is an easier approach than Remedial 1 to encourage a user to complete a given task. However, if the user still fails to pass through Remedial 2, the user will need to repeat that particular game again. Once the user succeeded to pass the game, the user will be prompted to the next game.
  • Remedial 1 is an easier approach than normal game to encourage a user to complete a given task.
  • Remedial 2 is an easier approach than Remedial 1 to encourage a user to
  • the five games have the timer of 1 minute to 5 minutes. First game is started once you click on the main exe file. Only when you successfully pass the game, you are allowed to go to the next game.
  • Remedial 1 The little girl needs to catch 4 butterflies within one minute. If fail, the user will direct to remedial 2. If success, the user will prompt to go to the next game.
  • the little girl will fly randomly with a magic wand. User heed to press any key continuously for the girl to fly near the star and touch the star. The animal will reveal when the little girl use the magic wand to touch the star.
  • Remedial 1 The little girl needs to touch 5 stars within two minute. If fail, the user will direct to remedial 2. If success, the user will prompt to go to the next game.
  • Remedial 1 The little boy needs to catch 5 fish within three minutes. If fail, the user will direct to remedial 2. If success, the user will prompt to go to the next game.
  • Remedial 1 The little boys need to push the log until opposite riverbank and cross the river within four minutes. In this round, the log is easier to push than in normal game. If fail, the user will direct to remedial 2. If success, the user will prompt to go to the next game.
  • Remedial 2 The little boys need to push the log until opposite riverbank and cross the river within four minutes. In this round, the log is easier to push than even in remedial 1. If fail, the user will direct to normal game. If success, the user will prompt to go to the next game.
  • Remedial 1 The little girl needs to save 6 chicks within five minutes. If fail, the user will direct to remedial 2. If success, the user will prompt to go to the next module.
  • Module 2 has five games and each game is given a time between 6 to 10 minutes. First game is started once a user clicks on a main exe file. Only when the user successfully passes the game, then the user is allowed to go to a next level of the game.
  • Remedial 1 User has 6 lives to fly the te within eight minutes. If all lives finished used, the user will direct to remedial 2. Else, the user will prompt to go to the next game.
  • Remedial 2 User has 7 lives to fly the kite within eight minutes. If all lives finished used, the user will direct to normal game. If success, the user will prompt to go to the next game.
  • Remedial 1 The little boys and girl have 6 lives to ride the jet ski to the island and get the flag within nine minutes. If all lives finished used, the user will direct to normal game. Else, the user will prompt to go to the next game.
  • Remedial 1 The little boy throws for higher points within ten minutes. In this round, the opposition (computer) will get less point to encourage the user. If user fails to throw any dart for 1 minute, the user will direct to remedial 2. If success, the user will prompt to go to the next module.
  • Module 3 includes five games that have a timer from 11 to 15 minutes. First game is started once a user clicks on a main exe file. Only when the user successfully passes the game, the user is allowed to go to the next game.
  • Game 1 Country Run
  • the little boy needs to finish the race in a cross country run. User need to keep pressing any key for the little boy to run. There will be 10 check points in total to complete the run. In each check point, the little boy will collect a flag. Along the way, some obstacles can hinder his way such as stepping on the mud or banana skin and get smashed by a poll of water when a car passed by.
  • Remedial 1 The little boy needs to pass at least 4 checkpoints to get the 4 flags in order to pass this country run within 11 minutes in remedial 1. If fail the user will direct to remedial 2. If success, the user will prompt to go to the next game. The user is allowed to continue running to get the flags from the checkpoints if it is within the time constraint
  • Remedial 1 The little boy needs to collect at least 6 pieces of rubbish and the little girl needs to collect at least 6 fruit within twelve minutes. If . fail, the user will direct to remedial 2. If success.; the user will prompt to go to the next game.
  • Remedial 2 The little boy needs to collect at least 4 pieces of rubbish and the little girl needs to collect at least 4 fruit within twelve minutes. If fail, the user will direct to normal game. If success, the user will prompt to go to the next game.
  • Both the scout boys will canoe down the river to collect 4 flags from four stations along the river within thirteen minutes. They need to complete the game offered by each station owner in order to get the flag from them. The four stations will be in random order each time user play. Each game will have different game and require different methods to play.
  • One of the stations is playing tug of war. User need to keep pressing to help the scout boys to pull the rope.
  • Another station is a balloon popping game. User need to press any key to shoot the balloon when the target moves over the balloons.
  • Other stations are shooting sand bag and searching flag in abrare village. User needs to shoot as many sand bags as he can. User need to press any key to shoot the sand bag when the target over them. In abrare village, user needs to keep pressing the key for the scout boys to search the flag that tied up on a tree.
  • Remedial 1 The scout boys canoe down the river to collect at least 3 flags within thirteen minutes. They need to complete the games offered by at least 3 station owners in order to get the flag from them. If the user fails, the user will direct to remedial 2. Else, the user will prompt to go to the next game.
  • the scout boy and girl go for treasure hunt to find the treasure in the mysterious temple in deep forest within 14 minutes. They have to pass four spots in order reach the mysterious temple. The four spots are river side, cave, jungle and mysterious temple. At the end of each spot, user will find a few treasure boxes and they have to open it up until they find hint of the next destination.
  • Remedial 1 The scout boy and girl must pass at least 3 spots in the treasure hunt and find the treasure in the mysterious temple within 14 minutes. If the user fails, the user will direct to remedial 2. Else, the user will prompt to go to the next game.
  • a group of children are camping with a teacher in the jungle.
  • the teacher has arranged an activity for them to search for 6 objects hidden in the bushes within 15 minutes.
  • the 7 children are divided into 3 team where each of them team has to find 2 objects from the list.
  • the items are red camping bag, orange shoe, yellow stick, green giant book, blue cap and purple pail. Different group will . search at different spots.
  • User has to keep pressing any key for them to go and search. At each spot, the item hidden behind the bushes will be seen a corner, then a child have to find the correct one.
  • Remedial 1 The 3 groups of students have to find at least 3 items within 15 minutes. If user fails to find, the user will direct to remedial 2. If the user pass, he is successfully completed the whole module.

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  • Engineering & Computer Science (AREA)
  • Multimedia (AREA)
  • Business, Economics & Management (AREA)
  • Entrepreneurship & Innovation (AREA)
  • Physics & Mathematics (AREA)
  • Educational Administration (AREA)
  • Educational Technology (AREA)
  • General Physics & Mathematics (AREA)
  • Theoretical Computer Science (AREA)
  • Management, Administration, Business Operations System, And Electronic Commerce (AREA)
  • Electrically Operated Instructional Devices (AREA)

Abstract

L'invention concerne un didacticiel utilisant une technique de simulation audiovisuelle qui comprend du flash multimédia pour systématiquement attirer l'attention d'enfants normaux (3 - 6 ans chronologique) et spéciaux (7 -12 ans chronologique); et 2) assurer l'efficacité de la technique de simulation audiovisuelle en favorisant la concentration des enfants normaux (3 - 6 ans chronologique) et spéciaux (7 - 12 ans chronologique) sur une tâche. Cette invention adopte à la fois l'approche quantitative et qualitative en utilisant une technique de simulation audiovisuelle favorisant la concentration sur une tâche de 30 enfants normaux et 30 enfants spéciaux. La fréquence des moments de concentration sur une tâche avant et après l'intervention seront enregistrés.
PCT/MY2010/000176 2009-09-29 2010-09-24 Technique de simulation audiovisuelle (vastech) WO2011040804A1 (fr)

Priority Applications (1)

Application Number Priority Date Filing Date Title
CN2010800534511A CN102754141A (zh) 2009-09-29 2010-09-24 视听模拟技术(vas技术)

Applications Claiming Priority (2)

Application Number Priority Date Filing Date Title
MYPI20097017 2009-09-29
MYPI20097017 2009-09-29

Publications (1)

Publication Number Publication Date
WO2011040804A1 true WO2011040804A1 (fr) 2011-04-07

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Cited By (1)

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WO2020064022A1 (fr) * 2018-09-30 2020-04-02 浙江凡聚科技有限公司 Procédé et système de détection et d'apprentissage pour le trouble du déficit de l'attention avec hyperactivité d'enfants basés sur la réalité virtuelle

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CN104504634A (zh) * 2015-01-08 2015-04-08 上海市精神卫生中心 基于计算机软件实现执行功能适应性训练的方法
CN108012560B (zh) * 2015-04-05 2021-06-29 斯米拉布莱斯有限公司 智能婴幼儿监测系统和婴幼儿监测中心及婴幼儿学习接受度检测系统

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WO2009032381A2 (fr) * 2007-06-13 2009-03-12 Glymetrix Corporation Procédé pour l'amélioration de l'auto-gestion d'une maladie

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