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In naturalistic settings, brains continuously interface with a dynamic and interactive external environment. The inclusion of such an environment in an fMRI study is difficult, given the practical constraints imposed by the machine itself. This study sought to test whether the ecological validity of fMRI could be enhanced by testing a new paradigm that incorporated a dynamic and interactive virtual environment (DIVE). To determine the viability of this paradigm, functional connectivity was assessed during a DIVE condition and compared to functional connectivity patterns acquired in conditions with equally dynamic stimuli but that lacked interactivity with the environment. This study found significant differences in functional connectivity between the DIVE condition and non-interactive conditions, suggesting that control within an environment may have a major impact on patterns of brain activation. Further, this may also suggest that DIVE paradigms could be viable candidates for increasing the ecological validity of fMRI experiments.

В статье рассматривается роль грамматики в обучении русскому языку иностранных студентов (до уровня A2), а также предпринимается попытка уяснения синтетического характера усвоения языка и потому – необходимости комплексного преподнесения грамматического материала. Лексический подход (The Lexical Approach), популярный в западноевропейской и американской методиках обучения иностранным языкам, который подробно проанализировал М. Льюис в конце XX в., тогда же становится всё более распространённым и в России. Наиболее авторитетные учебно-методические комплексы базируются, в том числе, и на этом западном опыте, несмотря на специфику русского языка с развитой падежной системой, различными способами словообразования, многосотенным лексиконом. В данной статье исследователи пытаются проанализировать роль русской грамматики в комплексном процессе обучения РКИ на начальном этапе (преимущественно на элементарном уровне), полагаясь на весомое мнение автора всемирно известных учебников по языку М. Свона. Усвоение грамматики как таковой в большинстве случаев не может быть итогом изучения языка, поэтому целесообразно использовать её вкупе с лексическим методом – даже на раннем этапе обучения. Выводы в данной статье иллюстрируются некоторыми примерами заданий, которые могут быть использованы на занятиях для проверки грамматических навыков, а также рецептивных и продуктивных коммуникативных умений., The article examines the role of grammar in teaching Russian to foreign students (up to level A2). The researchers study the specifics of understanding the synthetic nature of language acquisition and therefore the need for a comprehensive presentation of grammatical material. The Lexical Approach, popular in Western European and American methods of teaching foreign languages, which were analyzed in detail by M. Lewis at the end of the XX century, at the same time these approaches are becoming widespread in Russia. The most authoritative educational and methodological complexes are based on this Western experience, despite the specifics of the Russian language, with a developed case system, various ways of word formation, and a multi-hundred lexicon. The researchers analyzes the role of Russian grammar in the complex process of teaching Russian grammar at the Breakthrough level and partly Waystage level, relying on the weighty opinion of the author of the world-famous textbooks on the language, M. Swan. The comprehensive understanding of grammar, but only as constituents of the words and collocations, in most cases cannot be the result of learning languages, so it is advisable to use it together with the Lexical Approach — even at an early stage of learning Russian. Conclusions are illustrated with some examples of tasks that can be used in the lessons to develop grammatical skills, as well as receptive and productive communication skills.

Industrijske robotske ruke sve više čine sastavni dio automatizacije te se primjenjuju u sve širem spektru industrija. Sam proces automatizacije, u okviru primjene navedenih manipulatora, uključuje niz različitih disciplina među kojima se jednako ističu razvoj software-a i hardware-a. U okviru ovog diplomskog rada stoga je obuhvaćen razvojni proces koji uključuje konstrukciju potrebnih komponenata te kreiranje upravljačkog koda koji omogućuje upravljanje manipulatorom i alatima u svrhu obavljanja željenog zadatka. Odabrani se manipulator, SCARA robotska ruka sa četiri stupnja slobode gibanja, pri tome koristiti za raspoređivanje većeg broja komponenata sa početnih nedefiniranih pozicija na točno određene finalne pozicije. Za opisanu je pick&place primjenu SCARA manipulator, zbog jedinstvenog radnog prostora i specifičnih karakteristika, odabran kao optimalno rješenje. Premještane će komponente uglavnom predstavljati slova abecede čijim će se nizanjem na finalnoj lokaciji omogućavati interakcija s korisnikom. Kako bi omogućilo premještanje opisanih komponenata, osim samog alata za prihvat komponenata, razvijeni su dodatni dijelovi nužni za obavljanje definiranog zadatka, pozicionirani u radnom okolišu manipulatora. Kao glavni fokus diplomskog rada, stvaranje interaktivnog okoliša je, osim ispisa nizanjem određenog broja komponenata, ostvareno i u obliku interaktivne igre ''Vješala'' gdje odabrani SCARA manipulator zamjenjuje jednog od igrača nužnih za igranje odabrane igre. Manipulator pri tome, uporabom upravljačkog koda, obavlja zadatke odabira riječi za pogađanje, premještanja određene komponente ovisno o odabiru slova igrača te definiranje pobjede ili gubitka igre, nakon čega slijedi povrat komponenata na njihovu originalnu poziciju. U završnom su dijelu rada spomenuta potencijalna proširenja, nadogradnje i različite moguće primjene kreiranog sustava. Samo je rješenje predstavljeno i kreireno u okviru virtualnog okruženja odabranog ABB softwarea, RobotStudio, koji je odabran u kombinaciji sa IRB 910SC-3/0.45 SCARA manipulatorom. Ostatak je komponenata kreiran pomoću CAD softwarea, Solidworks. Industrial robot arms are increasingly becoming an essential part of automation and are being implemented in a growing number of industries. The process of automation itself, including the application of aforementioned manipulators, consists of several different disciplines among which the development of the software and the hardware are equally important. This Master’s thesis will therefore deal with the development processes, including both the design of necessary components and the control code which enables the control of the manipulator and adjacent tools, with the purpose of performing a desired task. The chosen manipulator, SCARA robot arm with four degrees of freedom is used within the scope of this work for the arranging of a relatively large number of components from undefined start positions to exactly defined final position. SCARA manipulator was chosen as an optimal solution for the described pick&place application due to its unique work envelope and specific attributes. The components, which are mostly representing alphabet letters, will be transferred to their final location subsequently, where they are used to facilitate straightforward interaction with the user. To enable the transfer of described components, beside the tool needed to grip the components, additional parts (required to fulfil the required task) were designed and then positioned inside of the manipulator work envelope. As the main focus of the thesis was to create an interactive environment, beside write-outs which are created by subsequently positioning a number of components, an interactive game of ''Hangman'' was created where the chosen SCARA manipulator acts as one of the players necessary for the chosen game. The manipulator, through the use of the control code, performs the following tasks: choosing a word which is to be guessed, repositioning of the components depending on the choice of the player and defining a victory or a loss of a game, after which the components are repositioned back to their original positions. In the final part of this thesis possible expansions, build-ups and different applications of the created system are mentioned. The solution itself is presented and created in a virtual environment of a chosen ABB software, Robotstudio, which was chosen alongside an IRB 910SC-3/0.45 SCARA manipulator. The rest of the components were created using a CAD software, Solidworks.

Increasing physical inactivity and its subsequent health concerns have made promoting healthy and active lifestyles an important endeavour for many governing agencies. In this paper we focus on the influence of the environment to encourage people to move more. As a second iteration of an existing ‘Smart Exercise Route’, a 1.8 km walking and running path consisting of LED tiles in a public park, we designed a system that supports runners or walkers to set personal goals and gain intrinsic motivation to be physically active. The design focuses on aspects that positively impact motivation and/or performance: personalization, goal setting, and feedback mechanisms. An initial evaluation of a prototype placed in three public parks, showed that participants (N=35) appreciated the personalization of the route and its goal-setting opportunities. While one third of participants indicated the prototype as directly motivating, these positively experienced features are expected to indirectly increase motivation to be more active even further.

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In recent years 3D reconstruction has become an important part of the manufacturing industry, product design, digital cultural heritage preservation, etc. Structure from Motion (SfM) is widely adopted, since it does not require specialized hardware and easily scales with the size of the scanned object. However, one of the drawbacks of SfM is the initial time and resource investment required for setting up a proper scanning environment and equipment, such as proper lighting and camera, number of images, the need of green screen, etc, as well as to determine if an object can be scanned successfully. This is why we propose a simple solution for approximating the whole capturing process. This way users can test fast and effortlessly different capturing setups. We introduce a visual indicator on how much of the scanned object is captured with each image in our environment, giving users a better idea of how many images would be needed. We compare the 3D reconstruction created from images from our solution, with ones created from rendered images using Autodesk Maya and V-Ray. We demonstrate that we provide comparable reconstruction accuracy at a fraction of the time.

[EN] Play is an essential activity for both humans and animals as it provides stimulation and favors cognitive, physical and social development. This paper proposes a novel pervasive playful environment that allows hospitalized children to participate in remote interspecies play with dogs in a dog daycare facility, while it also allows the dogs to play by themselves with the pervasive system. The aim of this playful interactive space is to help improving both children¿s and animal¿s wellbeing and their relationships by means of technologically mediated play, while creating a solid knowledge base to define the future of pervasive interactive environments for animals., This work is supported by the European Development Regional Fund (EDRF-FEDER), Spain and Spanish MINECO (TIN2014-60077-R). The work of Patricia Pons is supported by the Spanish MECD (FPU13/03831). Special thanks to the dogs and children who participated in our study, the dogs' owners and the children's families. The authors also gratefully acknowledge the teachers of the Unidad Pedagogica Hospitalaria La Fe and Oncologia Pediatrica La Fe and also Olga and Astrid from Buma's Doggy Daycare facility, for their invaluable support, collaboration and dedication.

В статье показана актуальность процессов формирования и адаптации креативных практик, основанных на материалах сказок, к современным социокультурным условиям развития личности. Актуализировано представление о сказках как одном из древнейших жанров традиционного фольклора, способствующем этнокультурной преемственности, сохраняющем духовные и языковые связи между поколениями. Выявлены семантические связи сказочного жанра с научной фантастикой и креативностью как относительно устойчивой характеристикой личности, способствующей генерации новых идей и нестандартных решений проблемных ситуаций. Изучен передовой отечественный и зарубежный опыт активизации творческого мышления посредством приобщения к сказкам. Так, «сказочные» технологии находят широкое применение в создании интерактивной обучающей среды с элементами геймификации, то есть с использованием игрового мышления и динамики игр, для решения творческих задач, вовлечении детей в творческий процесс, развитии творческого воображения. Особое внимание уделено вопросам практического использования «сказочных» технологий в современной культуроориентированной образовательной деятельности, кросс-культурных коммуникациях и дизайн-проектировании объектов предметной среды. Отмечено, что сказки выступают трансляторами проектно-творческой культуры человека, поэтому формирование проектных компетенций и активизация творческого (креативного) мышления на материалах сказок – одна из актуальных задач современных конкурсных мероприятий. Результаты исследования нашли воплощение в ходе организации и проведения всероссийского детско-юношеского конкурса СКАЗКА#ДИЗАЙН на базе ФГБОУ ВО «Костромской государственный университет». Цели и задачи конкурса были направлены на выявление и развитие у обучающихся творческих, художественнотехнических и коммуникативных способностей, интереса к проектной деятельности; создание необходимых условий для поддержки творчески одаренных школьников, воспитание уважительного отношения к историко-культурному наследию. Анализ результатов конкурса позволяет констатировать, что в современных социокультурных условиях развития личности сказка может выступать эффективным инструментом активизации творческого мышления в процессе генерации новых идей, основанных на концептуальном, культурологическом, семиотически обусловленном подходе к решению проектных задач., The relevance of the processes of formation and adaptation of creative practices based on the materials of fairy tales to modern socio-cultural conditions of personal development is shown. The idea of fairy tales as one of the most ancient genres of traditional folklore promoting ethnocultural continuity, keeping spiritual and language links between generations is updated. The semantic connections of the fairy-tale genre with science fiction and creativity are revealed as a relatively stable characteristic of the personality, contributing to the generation of new ideas and non-standard solutions to problem situations. The advanced domestic and foreign experience of activation of creative thinking by means of introduction to fairy tales is studied. So, «Firy tale» technologies find broad application in creation of the interactive training environment with gamification elements, that is with the use of game thinking and dynamics of games for solving creative tasks, involvement of children into the creative process, development of creative imagination. Particular attention is paid to the practical use of «fairy-tale» technologies in modern educational activities, crosscultural communications and design of objects of the subject environment. It is noted that fairy tales act as translators of the person’s design and creative culture, therefore formation of design competences and activization of creative thinking on materials of fairy tales is one of relevant problems of modern competitive actions. The results of the study were reflected in the organization and conduct of children and youth competition FAIRY tale#DESIGN on the basis of FSBEI HE «Kostroma State University». The purposes and problems of the competition were directed to identify and develop students’ creative, art and technical and communicative abilities, interest in design activity; creation of necessary conditions to support creatively gifted school students, training to respect historical and cultural heritage. The analysis of competition results allows us to note that in modern sociocultural conditions of personal development the fairy tale can act as an effective instrument to activize creative thinking in the course of generation of new ideas based on the conceptual, culturological, semiotics caused approach to the solution of design tasks.

The article is devoted to the problem of modernization of higher education in Ukraine. The main content guide of modernization is determined by the level of achievements of the world community in the development of information and communication technologies (ICT). Informatization of society allowed to form the classification signs of digital competence of the individual for harmonious adaptation in the information society. It was considered the official documents of international organizations with declared model of digital competence of the person. The emphasis is placed on the possibility of introducing computer technologies into the organization of the educational process in the high school of Ukraine in order to achieve the level of professional competence for this model. The importance of training computer graphics programs, the professional skills and abilities that are in demand in the market for the production of information products is updated. The training of specialists for such a meaningful information and technology orientation allows the domestic high school to get closer to the criteria for assessing the professional competence of professionals by European measurement. It is proved that the main purpose of teaching computer graphics programs for higher education institutions is to create an environment in which the motivated student’s behavior is formed in relation to the possibilities and the need for mastering applied knowledge. The distance learning form is also facilitates the decision of such a target orientation of the educational process. The use of ICT for distance learning contributes to the formation of the main motivational aspect of student behavior – self-knowledge. The article is devoted to the provision of relatively effective computer program training, depending on the personal motivation of students who seek professional skills of a specialist. It is recognized that it is necessary to create systemic ways to improve the educational process in teaching computer graphics as a separate normative discipline in the context of informatization of society in Ukraine. Considering the didactic principles of learning process developing, it is desirable to consider the motivational component as a methodological key factor in the organization of training process. Therefore, modern research information of ICT competence must focus on identifying problems with meaningful identification of the student’s personal motivation and finding effective ways to improve the teaching methodology of computer graphics, especially in Ukrainian high schools. The creative range of teachers has to include technologically tested European and “Atlantic” high schools (mainly USA) distance learning forms, as the Internet – online webinars, teleconferences, as well as Skype, Viber, Messenger. The pedagogical strategy in such a methodological dimension of the educational process has to be oriented on creating environment in which the student would formulate the level of personal awareness. Also its necessary to pay attention to the motives of behavior regarding the learning process in order to self-fulfillment of their professional abilities without the participation of the teacher, or minimizing the dialogue time between the teacher and the student. Methodically substantiated such a pedagogical process turns into a unique educational environment defined by the theory of pedagogy as a “system informational and pedagogical construct”. The globalization processes of the world and the intentions of the Ukrainian society to expand their digital world and lead it out of the monitor screen, smartphone or other popular gadget encourages the development of a national educational strategy regarding the normativity of computer disciplines. Computer graphics is one of such content-defining disciplines of modern digital competence of the individual. At the same time it allows to exist into society at the special level maker of computer products or their users. The alternatives to the individual digital competence in the world, especially of educational space does not just exist today. The professional content of the content of digital competence at the level of methodology and didactics for each national educational space is determined, above all, by the level of information society. Indicators of informatization of the industrial and domestic spheres of each country form the quantitative and qualitative content guidelines for the field of university training of specialists due to the monitoring method. The national strategic measurement of the information importance and communication technologies in production and everyday life, for higher education, becomes an instrument for finding effective teaching methods specifically for computer disciplines. The methodological issues studying in the training of computer graphics programs in the field of higher education in Ukraine must focus on teaching methods developing. Studying the computer graphics programs that would enhance, owing to student’s motivation has to increase the computer knowledge and gain skills to solve creative tasks independently of the teacher. There are a lot of ways to develop the various dialog forms. New approaches to the studying programs, oriented to the high school students, and to the higher educational computer graphics programs sing various methodological techniques are also considered by the theorists and practitioners of the pedagogical process in higher education.

The article defines the most important pedagogical conditions for the preparation of future teachers of history for innovation in the context of Ukraine's integration into the European educational space. The determining pedagogical condition for the formation of the readiness of future teachers of history to the challenges of today is the organization the interactive educational environment in educational institutions : organization of active pedagogical interaction between the teacher and the students, when both the teacher and students are subjects of studying; strengthening the role of self student learning; creation of comfortablet conditions for educational and cognitive activity; education of the emotional-volitional sphere and the ability to self-fulfillment of the student; strengthening of the practical component of professional training of students; study of world pedagogical experience; establishing contacts with international organizations; holding of joint international events and projects on the problems of formation of vocational and pedagogical competence; use of creative potential of teachers-practitioners, scientists, business structures, public associations in improving the educational process; use of the key idea of transdisciplinarity -global unification of various academic disciplines (psychological, pedagogical, historical, philological, etc.) and pedagogical practice for the solution of educational problems.Scientifi, methodological and logistical support as a pedagogical condition for the formation of readiness of future teachers of history for innovation activity includes: creating of the new training programs, tutorials, books, methodical recommendations for the professional training of history teachers, developed in the light of future activities in the current conditions for the creation of a pan-European educational space. The content provision of the pedagogical process involves the formation of future knowledge teachers of history in the system of knowledge: in historical, psychological and pedagogical disciplines; about the essence of modern European and world trends in education; formation of a system of professional skills and abilities., У статті визначаються найважливіші педагогічні умови підготовки майбутніх учителів історії до інноваційної діяльності в контексті інтеграції України в європейський освітній простір. Визначальною педагогічною умовою формування готовності майбутніх учителів історії до інноваційної діяльності є створення в навчальних закладах інтерактивного освітнього середовища: організація активної педагогічної взаємодії між викладачем та студентами, посилення ролі самостійного навчання та практичної складової професійної підготовки студентів; вивчення світового педагогічного досвіду.

124-129 В рамках статьи предложены механизмы внедрения новой интерактивной среды GeoGebra в учебный процесс по дисциплине "Высшая математика" в экономическом университете c целью реализации принципа наглядности. Отмечается, что информатизация высшего экономического образования требует внедрения новых инструментальных средств и информационных технологий поддержки геометрического (графического) анализа различных экономико-математических моделей. Приведены примеры прикладных и исследовательских возможностей интерактивной геометрической среды GeoGebra при решении задачи о разложении функции в ряд Маклорена, являющейся одной из типовых задач дисциплины "Высшая математика". Within article mechanisms of introduction of the new interactive GeoGebra environment in educational process on discipline "Higher mathematics" at the economic university with the purpose of realization of the principle of presentation are offered. It is noted that informatization of the higher economic education demands introduction of new tools and information technologies of support of the geometrical (graphic) analysis of various economic-mathematical models. Examples of applied and research opportunities of the interactive geometrical GeoGebra environment at the solution of a task on the function decomposition in a row Maklorena which is one of standard problems of discipline "Higher mathematics" are given.

Treball Final de Grau. Grau en Disseny i Desenvolupament de Videojocs. Codi: VJ1241. Curs acadèmic 2016/2017 This technical report presents the design and implementation details involved in the development of an interactive environment using the Unity3D game engine. The main objective of this project is to decrease the user’s stress level. To achieve this objective the project consists of a virtual reality application that includes different relaxation techniques like audios, images and graphic elements. Moreover, the application obtains and uses user data from an external sensor, eHealth. These dates are indices of skin temperature and conductance and are used to calculate the stress level of the user during the virtual experience. The application is for Android devices, using Cardboard glasses and a bluetooth gamepad to move inside the environment. The virtual experience consists in an interactive environment in third-person in which the user can walk through the stage, exploring the scene while a relaxing background music is played and accesing to other scenes consisting in relaxation audio guides and relaxing places (taking advantage of the realism of virtual reality). As said before, this project was developed using mainly Unity3D, although I also used software like MonoDeveloped and Visual Studio 2017 for developing the codebase, 3ds Max for modeling, animating and texturizing, Adobe Photoshop CS6 for texture customizing, Arduino for the eHealth Sensor implementation and Word 2016 for the creation of this report.

This study aims to introduce Virtual Reality (VR) techniques as a tool to develop an interactive environment for cultural heritage sites in Palestine; these sites have their own specific problems and challenges, which have significantly affected most of the existing sites and cause their continuous deterioration. The virtual replicas of these sites and landscapes can act as a medium for their preservation, documentation, interpretation and intervention, assisting in education, tourism and an increase in public awareness regarding their significant value. For this purpose, Hisham Palace in Jericho was chosen as a case study. The historical layers of Hisham Palace were studied and visualized using advanced 3D visualization techniques by applying a five-step approach to analyze and model different elements of the palace to assemble them at a later stage. This approach was implemented due to the critical condition of the physical remains and the insufficient literature on the history of the palace. As a result, a initial 3D virtual reality model was obtained, presented and discussed in a 3D immersive environment at the Virtual Reality Lab (VR Lab) at Birzeit University.

The article describes positive impact of interactive environment for public space and society. It explains how interactive architectural elements influence society and their role in communication between space and people.

Teknolojideki son gelişmeler, onu hayatımızın önemli bir parçası haline getirmiş ve yabancı dil eğitimi de bundan payını almıştır. E-posta, e-alışveriş, e-pazarlama ve e-ticaretin yanı sıra yabancı dil eğitimi de artık elektronik ortamda gerçekleşmektedir. E-öğrenme ile yabancı dil eğitimini ağ tabanlı öğreticiler yoluyla interaktif bir ortam oluşturarak desteklemek mümkün olmuştur. Dilbilgisi çalışma kâğıtları, kelime pratikleri, okuma, yazma çalışmaları ve birçok diğer alıştırma artık elektronik olarak hazırlanıp değerlendirilebilmekte ki bu da öğrencinin kendi hızında ve dilediği mekânda çalışmasına olanak sağlamaktadır. Bu çalışma, National Geographic'e bağlı bir ders kitabı olan 'Life' 'ın ek uygulaması olan e-öğrenme öğreticisi 'MyElt' 'nin etkililiğini, sistemi kullanan öğretmen ve öğrenciler açısından değerlendirmeyi amaçlamaktadır. Çalışmaya Fırat Üniversitesi yabancı dil hazırlık sınıfında okuyan 203 öğrenci ile Fırat Üniversitesi'nde çalışan 6 öğretmen katılmıştır. Öğrencilerin e-öğrenmeye bakışaçısını değerlendirmek için anket uygulanmış, 20 kişilik bir EFL grubu gözlenmiş ve araştırmacının yönlendirmeleri doğrultusunda toplamda 4 kez minute paper toplanmıştır. Sonuç olarak öğrenciler, teknoloji kaynaklı problemlere rağmen e-öğrenmeden memnun olduklarını ifade etmişlerdir. Ek olarak öğrenciler, online ödevlerin istedikleri yer ve zamanda çalışma olanağı sunduğunu belirtmişlerdir. Yabancı dil öğretmenlerinin e-öğrenme konusundaki düşüncelerini saptamak için öğretmenlerle görüşme yapılmıştır. Sonuçlar, yabancı dil öğretmenlerinin e-öğrenmeye karşı genel olarak olumlu bir bakış açısı sergilediğini göstermektedir. Öğretmenler online ödevlerin eğlenceli olduğunu ve öğrencilerini yabancı dil öğrenmeye karşı motive ettiğini ifade etmişlerdir. Sonuç olarak e-öğrenme ile görsel ve işitsel ögelerle desteklenmiş özgün materyallerin öğrencilerin kullanımına sunulduğu saptanmıştır. Ayrıca, e-öğrenmeyi de kapsayan yeni bir müfredatın oluşturulmasının yabancı dil eğitimini daha verimli hale getirebileceği sonucuna varılmıştır.Anahtar Kelimeler: E-öğrenme, interaktif ortam, online ödev, teknoloji, ağ tabanlı öğreticiler. Recent advances in technology have made it an essential part of our lives, and foreign language pedagogy has also its own share. Besides e-mail, e-shopping, e-marketing, and e-commerce, foreign language education occurs in electronic setting, too. With e-learning, it is possible to support foreign language learning through web-based tutorials by creating an interactive environment. Grammar worksheets, vocabulary practices, reading and writing tasks, speaking activities and many other exercises can be prepared and assessed electronically, by giving a chance to the EFL students to study at their own places and paces. This study is aimed at assessing the effectiveness of an e-learning tutorial, MyElt, a supplement of the coursebook 'Life' by National Geographic from both EFL students' and EFL teachers' perspectives. 203 EFL preparation (prep) class students and 6 EFL teachers working in Fırat University participated in this study. The EFL students' perception of e-learning has been investigated through a questionnaire, an EFL group of 20 students has been observed and minute papers (4 times in total) have been collected with the guidance of the researcher. The EFL students have stated that, despite technological problems, they are satisfied with e-learning via online assignments. Moreover, they have added that online assignments give them the opportunity to study at any place and time. The perceptions of the EFL teachers about e-learning have been investigated through interviews. The results show that the EFL teachers have positive attitudes towards e-learning in general. The EFL teachers have stated that online assignments are enjoyable and they motivate their students towards foreign language learning. As a result it has been ascertained that with e-learning, authentic materials supported with visual and audial aids are made available at the EFL students' disposal, It has also been cocluded that creating a new curriculum in which e-learning is covered can make foreign language learning more effective.Key Words: E-learning, interactive environment, online assignment, technology, webbased tutorials 104

Submitted by Kleber Silva (kleberbs@ufba.br) on 2017-06-06T18:36:46Z No. of bitstreams: 1 thesis_Almerindo.pdf: 28859099 bytes, checksum: 174d845c1992efdff75a145e0ec76a4d (MD5) Approved for entry into archive by Vanessa Reis (vanessa.jamile@ufba.br) on 2017-06-16T15:25:18Z (GMT) No. of bitstreams: 1 thesis_Almerindo.pdf: 28859099 bytes, checksum: 174d845c1992efdff75a145e0ec76a4d (MD5) Made available in DSpace on 2017-06-16T15:25:18Z (GMT). No. of bitstreams: 1 thesis_Almerindo.pdf: 28859099 bytes, checksum: 174d845c1992efdff75a145e0ec76a4d (MD5) O advento do Kinect desencadeou o crescimento de aplicações voltadas à interação natural, reconhecimento de gestos e ambientes interativos. Com o tempo, percebeu-se que as soluções de interfaces baseadas nesses novos tipos de interação cresciam de maneira rápida e desordenada, sem qualquer preocupação com a formalização de etapas de desenvolvimento. Além disso, questões relativas à forma de representar estas interações, ao contexto onde elas ocorrem e qual o comportamento do ambiente em resposta a estas interações tornaram-se relevantes. Neste sentido, esse trabalho traz como contribuição uma abordagem prática para o desenvolvimento de ambientes interativos através do modelo Where-What-Why-How, ou simplesmente, 3W1H. A solução teve como base uma compilação de tarefas comumente executadas neste tipo de desenvolvimento e relatadas em diversos trabalhos correlatos. A solução parte de três questões principais: (I) quais as reações devem ser disparadas no ambiente interativo; (II) quais as situações que disparam a execução destas reações no ambiente; e, (III) qual o comportamento esperado uma vez que estas situações sejam reconhecidas. O comportamento esperado do ambiente pode ser visto como um conjunto de estados que definem o controle das reações e mudanças dentro do ambiente real ou virtual. A transição entre estes estados comportamentais é feita a partir da composição entre eventos associados, por exemplo, ao reconhecimento de gestos do usuário quando interage com o sistema. A validação da proposta é feita através de alguns estudos de casos completos, que contemplam todas as fases de desenvolvimento e a implementação física do ambiente interativo. Os estudos de caso foram construídos com o auxílio do framework Touch The Air - TTair, uma outra contribuição importante do trabalho.

The chapter in this book concerns the interactive performance work 'Bodytext, produced by the authors. The book evolved from original papers presented at an international conference organised in Lisbon, Portugal, to mark the closure of the TKB project “A Transmedia Knowledge-Base for Performing Arts”. Under the title “Multimodal Communication: Language, Performance and Digital Media”. The conference provided a multidisciplinary forum for researchers and artists from different research fields, interested in the study and documentation of the performing arts. The book offers contributions on issues of multimodality in human interaction and performance, embodied cognition and metaphor, gesture studies, video annotation for creative processes, and performance and digital media.

[ES] La actual industria del entretenimiento exige la generación de contenidos de diversa índole, tanto para ofrecer al jugador nuevas experiencias, como para sorprender al espectador con nuevos planteamientos. Dentro de estos contenidos, la generación de escenarios donde se desarrolla la acción es uno de los mayores retos a los que se enfrentan los sistemas gráficos interactivos. En concreto, los escenarios urbanos, plantean una amplia problemática y una gran complejidad. Plasmar qué distribución de carreteras establecer, o qué estructura y tamaño tendrán los edificios de una forma automática, es un problema de estudio desde hace décadas. Por ello, en este trabajo, se plantea un marco teórico y práctico donde se ha desarrollado una librería de generación de entornos urbanos sintéticos, así como su interacción en 3D bajo la tecnología del navegador, todo ello mediante WebGL y three.js., [EN] The current state of the industry of entertainment, requires generating contents of diverse kind, in order to offer new experiences to the player and surprise the spectator with new approaches. Regarding the contents, one of the major challenges for the interactive graphics systems is the generation of scenarios where action occurs. These scenarios, specifically the urban ones, contemplate wide difficulties and a huge complexity. Thus, since decades, one important case of study is shaping and set up the road distribution or reflect the size or which shape will have the buildings in an automatic way. For that reason, a theoretical and practical framework to deal with this problem is proposed in this project. Thus, a library of generation of urban synthetic environment has been developed, allowing the interaction in 3D under the technology of the browser, all by means of WebGL and three.js.