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avatar</title> <meta name="description" content="Search results for: avatar"> <meta name="keywords" content="avatar"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" 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class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="avatar"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 36</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: avatar</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">36</span> Between Reality and Fiction: Self-Representation as an Avatar and Its Effects on Self-Presence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Leonie%20Laskowitz">Leonie Laskowitz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A self-confident appearance is a basic prerequisite for success in the world of work 4.0. Within a few seconds, people convey a first impression that usually lasts. Artificial intelligence is making it increasingly important how our virtual selves appear and communicate (nonverbally) in digital worlds such as the metaverse. In addition to the modified creation of an avatar, the field of photogrammetry is developing fast, creating exact likenesses of ourselves in virtual environments. Given the importance of self-representation in virtual space for future collaborations, it is important to investigate the impact of phenotype in virtual worlds and how an avatar type can profitably be used situationally. We analyzed the effect of self-similar versus desirable self-presentation as an avatar on one's self-awareness, considering various theoretical constructs in the area of self-awareness and stress stimuli. The avatars were arbitrarily created on the one hand and scanned on the other hand with the help of a lidar sensor, the state-of-the-art photogrammetry method. All subjects were exposed to the established Trier Social Stress Test. The results showed that especially insecure people prefer to create rather than be scanned when confronted with a stressful work situation. (1) If they are in a casual work environment and a relaxed situation, they prefer a 3D photorealistic avatar that reflects them in detail. (2) Confident people will give their avatar their true appearance in any situation, while insecure people would only do so for honesty and authenticity. (3) Thus, the choice of avatar type has considerable impact on self-confidence in different situations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=avatar" title="avatar">avatar</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20identity" title=" virtual identity"> virtual identity</a>, <a href="https://publications.waset.org/abstracts/search?q=self-presentation" title=" self-presentation"> self-presentation</a>, <a href="https://publications.waset.org/abstracts/search?q=metaverse" title=" metaverse"> metaverse</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title=" virtual reality"> virtual reality</a>, <a href="https://publications.waset.org/abstracts/search?q=self-awareness" title=" self-awareness"> self-awareness</a> </p> <a href="https://publications.waset.org/abstracts/153752/between-reality-and-fiction-self-representation-as-an-avatar-and-its-effects-on-self-presence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/153752.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">148</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">35</span> Gender Differences in Adolescent Avatars: Gender Consistency and Masculinity-Femininity of Nicknames and Characters</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Monika%20Paleczna">Monika Paleczna</a>, <a href="https://publications.waset.org/abstracts/search?q=Ma%C5%82gorzata%20Holda"> Małgorzata Holda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Choosing an avatar's gender in a computer game is one of the key elements in the process of creating an online identity. The selection of a male or female avatar can define the entirety of subsequent decisions regarding both appearance and behavior. However, when the most popular games available for the Nintendo console in 1998 were analyzed, it turned out that 41% of computer games did not have female characters. Nowadays, players create their avatars based mainly on binary gender classification, with male and female characters to choose from. The main aim of the poster is to explore gender differences in adolescent avatars. 130 adolescents aged 15-17 participated in the study. They created their avatars and then played a computer game. The creation of the avatar was based on the choice of gender, then physical and mental characteristics. Data on gender consistency (consistency between participant’s sex and gender selected for the avatar) and masculinity-femininity of avatar nicknames and appearance will be presented. The masculinity-femininity of avatar nicknames and appearance was assessed by expert raters on a very masculine to very feminine scale. Additionally, data on the relationships of the perceived levels of masculinity-femininity with hostility-friendliness and the intelligence of avatars will be shown. The dimensions of hostility-friendliness and intelligence were also assessed by expert raters on scales ranging from very hostile to very friendly and from very low intelligence to very high intelligence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gender" title="gender">gender</a>, <a href="https://publications.waset.org/abstracts/search?q=avatar" title=" avatar"> avatar</a>, <a href="https://publications.waset.org/abstracts/search?q=adolescence" title=" adolescence"> adolescence</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20games" title=" computer games"> computer games</a> </p> <a href="https://publications.waset.org/abstracts/137968/gender-differences-in-adolescent-avatars-gender-consistency-and-masculinity-femininity-of-nicknames-and-characters" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/137968.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">214</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">34</span> Learning Programming for Hearing Impaired Students via an Avatar</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nihal%20Esam%20Abuzinadah">Nihal Esam Abuzinadah</a>, <a href="https://publications.waset.org/abstracts/search?q=Areej%20Abbas%20Malibari"> Areej Abbas Malibari</a>, <a href="https://publications.waset.org/abstracts/search?q=Arwa%20Abdulaziz%20Allinjawi"> Arwa Abdulaziz Allinjawi</a>, <a href="https://publications.waset.org/abstracts/search?q=Paul%20Krause"> Paul Krause</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Deaf and hearing-impaired students face many obstacles throughout their education, especially with learning applied sciences such as computer programming. In addition, there is no clear signs in the Arabic Sign Language that can be used to identify programming logic terminologies such as while, for, case, switch etc. However, hearing disabilities should not be a barrier for studying purpose nowadays, especially with the rapid growth in educational technology. In this paper, we develop an Avatar based system to teach computer programming to deaf and hearing-impaired students using Arabic Signed language with new signs vocabulary that is been developed for computer programming education. The system is tested on a number of high school students and results showed the importance of visualization in increasing the comprehension or understanding of concepts for deaf students through the avatar. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hearing-impaired%20students" title="hearing-impaired students">hearing-impaired students</a>, <a href="https://publications.waset.org/abstracts/search?q=isolation" title=" isolation"> isolation</a>, <a href="https://publications.waset.org/abstracts/search?q=self-esteem" title=" self-esteem"> self-esteem</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20difficulties" title=" learning difficulties"> learning difficulties</a> </p> <a href="https://publications.waset.org/abstracts/101136/learning-programming-for-hearing-impaired-students-via-an-avatar" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/101136.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">145</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">33</span> Avatar Creation for E-Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Najib%20Osman">M. Najib Osman</a>, <a href="https://publications.waset.org/abstracts/search?q=Hanafizan%20Hussain"> Hanafizan Hussain</a>, <a href="https://publications.waset.org/abstracts/search?q=Sri%20Kusuma%20Wati%20Mohd%20Daud"> Sri Kusuma Wati Mohd Daud</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Avatar was used as user’s symbol of identity in online communications such as Facebook, Twitter, online game, and portal community between unknown people. The development of this symbol is the use of animated character or avatar, which can engage learners in a way that draws them into the e-Learning experience. Immersive learning is one of the most effective learning techniques, and animated characters can help create an immersive environment. E-learning is an ideal learning environment using modern means of information technology, through the effective integration of information technology and the curriculum to achieve, a new learning style which can fully reflect the main role of the students to reform the traditional teaching structure thoroughly. Essential in any e-learning is the degree of interactivity for the learner, and whether the learner is able to study at any time, or whether there is a need for the learner to be online or in a classroom with other learners at the same time (synchronous learning). Ideally, e-learning should engage the learners, allowing them to interact with the course materials, obtaining feedback on their progress and assistance whenever it is required. However, the degree of interactivity in e-learning depends on how the course has been developed and is dependent on the software used for its development, and the way the material is delivered to the learner. Therefore, users’ accessibility that allows access to information at any time and places and their positive attitude towards e-learning such as having interacting with a good teacher and the creation of a more natural and friendly environment for e-learning should be enhanced. This is to motivate their learning enthusiasm and it has been the responsibility of educators to incorporate new technology into their ways of teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=avatar" title="avatar">avatar</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=students%27%20perception" title=" students' perception"> students' perception</a> </p> <a href="https://publications.waset.org/abstracts/70568/avatar-creation-for-e-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70568.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">411</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">32</span> Online Multilingual Dictionary Using Hamburg Notation for Avatar-Based Indian Sign Language Generation System </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sugandhi">Sugandhi</a>, <a href="https://publications.waset.org/abstracts/search?q=Parteek%20Kumar"> Parteek Kumar</a>, <a href="https://publications.waset.org/abstracts/search?q=Sanmeet%20Kaur"> Sanmeet Kaur</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Sign Language (SL) is used by deaf and other people who cannot speak but can hear or have a problem with spoken languages due to some disability. It is a visual gesture language that makes use of either one hand or both hands, arms, face, body to convey meanings and thoughts. SL automation system is an effective way which provides an interface to communicate with normal people using a computer. In this paper, an avatar based dictionary has been proposed for text to Indian Sign Language (ISL) generation system. This research work will also depict a literature review on SL corpus available for various SL s over the years. For ISL generation system, a written form of SL is required and there are certain techniques available for writing the SL. The system uses Hamburg sign language Notation System (HamNoSys) and Signing Gesture Mark-up Language (SiGML) for ISL generation. It is developed in PHP using Web Graphics Library (WebGL) technology for 3D avatar animation. A multilingual ISL dictionary is developed using HamNoSys for both English and Hindi Language. This dictionary will be used as a database to associate signs with words or phrases of a spoken language. It provides an interface for admin panel to manage the dictionary, i.e., modification, addition, or deletion of a word. Through this interface, HamNoSys can be developed and stored in a database and these notations can be converted into its corresponding SiGML file manually. The system takes natural language input sentence in English and Hindi language and generate 3D sign animation using an avatar. SL generation systems have potential applications in many domains such as healthcare sector, media, educational institutes, commercial sectors, transportation services etc. This research work will help the researchers to understand various techniques used for writing SL and generation of Sign Language systems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=avatar" title="avatar">avatar</a>, <a href="https://publications.waset.org/abstracts/search?q=dictionary" title=" dictionary"> dictionary</a>, <a href="https://publications.waset.org/abstracts/search?q=HamNoSys" title=" HamNoSys"> HamNoSys</a>, <a href="https://publications.waset.org/abstracts/search?q=hearing%20impaired" title=" hearing impaired"> hearing impaired</a>, <a href="https://publications.waset.org/abstracts/search?q=Indian%20sign%20language%20%28ISL%29" title=" Indian sign language (ISL)"> Indian sign language (ISL)</a>, <a href="https://publications.waset.org/abstracts/search?q=sign%20language" title=" sign language"> sign language</a> </p> <a href="https://publications.waset.org/abstracts/88342/online-multilingual-dictionary-using-hamburg-notation-for-avatar-based-indian-sign-language-generation-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88342.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">230</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">31</span> The Subtle Influence of Hindu Doctrines on Film Industry: A Case Study of Movie Avatar</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cemil%20Kutlut%C3%BCrk">Cemil Kutlutürk</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Hindu culture and religious doctrines such as caste, reincarnation, yoga, nirvana have always proved a popular theme for the film industry. The analyzing of these motifs in the movies with a scientific approach enables to individuals either to comprehend the messages and deep meanings of films or to understand others’ religious beliefs systems and daily lives in a properly way. The primary aim of this study is to handle the subtle influence of Hindu doctrines on cinema industry by focusing on James Cameron’s film, Avatar and its relationship with Hindu concept of avatara by referring to original Hindu sacred texts where this doctrine is basically clarified. The Sanskrit word avatara means to come down or to descend. Although an avatara is commonly considered as an appearance of any deity on earth, the term refers the Vishnu’s descending on earth. When the movie avatar and avatara doctrine are compared, various similarities have noteworthy revealed. Firstly in the movie, Jake is chosen by Eywa to protect Pandora from evils. Similarly in the movie, avatar is born when there is a rise of jealousy and unrighteousness. The same concept is found in avatara doctrine. According to this belief whenever righteousness (dharma) wanes and unrighteousness (adharma) increases God incarnates himself as an avatara. In Hindu tradition, the ten avataras of Vishnu are the most popular. This standard list of ten avataras includes the Fish, the Tortoise, the Boar, the Man-Lion (Narasimha), the Dwarf, Parasurama, Rama, Krishna, the Buddha and Kalki. In the movie the avatar has tail, eyes, nose, ear which is similar to Narasimha (half man-half lion) avatara. On the other hand use of bow and arrow by Navis in the film, evokes us Rama avatara whose basic gun is same. Navis fly on a dragon like bird called Ikra and ride a horse-like quadruped animal. The vehicle for transformation of the avatar in the movie is also resemblance with the idea of Garuda, the great mythical bird, which is used by Vishnu in Hindu mythology. In addition, the last avatara, Kalki, will be seen on a white horse according to Puranas. The basic difference is that for Hinduism avatara means descent of a God, yet in the movie, a human being named Jake Sully, is manifested as humanoid of another planet, this is called as avatar. While in the movie the avatar manifests himself in another planet, Pandora, in Hinduism avataras descent on this world. On the other hand, in Hindu scriptures, there are many avataras and they are categorized according to their functions and attributes. These sides of avatara doctrine cannot be also seen clearly in the film. Even though there are some differences between each other, the main hypothesis of this study is that the general character of the movie is similar to avatara doctrine. In the movie instead of emphasizing on a specific avatara, qualities of different Vishnu avataras have been properly used. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=film%20industry" title="film industry">film industry</a>, <a href="https://publications.waset.org/abstracts/search?q=Hinduism" title=" Hinduism"> Hinduism</a>, <a href="https://publications.waset.org/abstracts/search?q=incarnation" title=" incarnation"> incarnation</a>, <a href="https://publications.waset.org/abstracts/search?q=James%20Cameron" title=" James Cameron"> James Cameron</a>, <a href="https://publications.waset.org/abstracts/search?q=movie%20avatar" title=" movie avatar"> movie avatar</a> </p> <a href="https://publications.waset.org/abstracts/42261/the-subtle-influence-of-hindu-doctrines-on-film-industry-a-case-study-of-movie-avatar" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42261.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">401</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">30</span> Free to Select vTuber Avatar eLearning Video for University Ray Tracing Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rex%20Hsieh">Rex Hsieh</a>, <a href="https://publications.waset.org/abstracts/search?q=Kosei%20Yamamura"> Kosei Yamamura</a>, <a href="https://publications.waset.org/abstracts/search?q=Satoshi%20Cho"> Satoshi Cho</a>, <a href="https://publications.waset.org/abstracts/search?q=Hisashi%20Sato"> Hisashi Sato</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This project took place in the fall semester of 2019 from September 2019 to February 2020. It improves upon the design of a previous vTuber based eLearning video system by correcting criticisms from students and enhancing the positive aspects of the previous system. The transformed audio which has proven to be ineffective in previous experiments was not used in this experiment. The result is videos featuring 3 avatars covering different Ray Tracing subject matters being released weekly. Students are free to pick which videos they want to watch and can also re-watch any videos they want. The students' subjective impressions of each video is recorded and analysed to help further improve the system. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=vTuber" title=" vTuber"> vTuber</a>, <a href="https://publications.waset.org/abstracts/search?q=eLearning" title=" eLearning"> eLearning</a>, <a href="https://publications.waset.org/abstracts/search?q=Ray%20Tracing" title=" Ray Tracing"> Ray Tracing</a>, <a href="https://publications.waset.org/abstracts/search?q=Avatar" title=" Avatar"> Avatar</a> </p> <a href="https://publications.waset.org/abstracts/118303/free-to-select-vtuber-avatar-elearning-video-for-university-ray-tracing-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/118303.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">188</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">29</span> Identity Management in Virtual Worlds Based on Biometrics Watermarking</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20Bader">S. Bader</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20Essoukri%20Ben%20Amara"> N. Essoukri Ben Amara</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the technological development and rise of virtual worlds, these spaces are becoming more and more attractive for cybercriminals, hidden behind avatars and fictitious identities. Since access to these spaces is not restricted or controlled, some impostors take advantage of gaining unauthorized access and practicing cyber criminality. This paper proposes an identity management approach for securing access to virtual worlds. The major purpose of the suggested solution is to install a strong security mechanism to protect virtual identities represented by avatars. Thus, only legitimate users, through their corresponding avatars, are allowed to access the platform resources. Access is controlled by integrating an authentication process based on biometrics. In the request process for registration, a user fingerprint is enrolled and then encrypted into a watermark utilizing a cancelable and non-invertible algorithm for its protection. After a user personalizes their representative character, the biometric mark is embedded into the avatar through a watermarking procedure. The authenticity of the avatar identity is verified when it requests authorization for access. We have evaluated the proposed approach on a dataset of avatars from various virtual worlds, and we have registered promising performance results in terms of authentication accuracy, acceptation and rejection rates. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=identity%20management" title="identity management">identity management</a>, <a href="https://publications.waset.org/abstracts/search?q=security" title=" security"> security</a>, <a href="https://publications.waset.org/abstracts/search?q=biometrics%20authentication%20and%20authorization" title=" biometrics authentication and authorization"> biometrics authentication and authorization</a>, <a href="https://publications.waset.org/abstracts/search?q=avatar" title=" avatar"> avatar</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20world" title=" virtual world"> virtual world</a> </p> <a href="https://publications.waset.org/abstracts/50268/identity-management-in-virtual-worlds-based-on-biometrics-watermarking" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50268.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">265</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">28</span> Disability Representation in Children’s Programs: A Critical Analysis of Nickelodeon’s Avatar</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jasmin%20Glock">Jasmin Glock</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Media plays a significant role in terms of shaping and influencing people’s perception of various themes, including disability. Although recent examples indicate progressive attitudes in society, programs across genres continue to portray disability in a negative and stereotypical way. Such a one-sided or stereotypical portrayal of disabled people can further reinforce their marginalized position by turning them into the other. The common trope of the blind or visually impaired woman, for example, marks the character as particularly vulnerable. These stereotypes are easily absorbed and left unquestioned, especially by younger audiences. As a result, the presentation of disability as problematic or painful can instill a subconscious fear of disability in viewers at a very young age. Now the question arises, how can disability be portrayed to children in a more positive way? This paper focuses on the portrayal of physical disability in children’s programming. Using disabled characters from Nickelodeon’s Avatar: The Last Airbender and Avatar: The Legend of Korra, the paper will show that the chosen animated characters have the potential to challenge and subvert disability-based bias and to contribute to the normalization of disability on screen. Analyzing blind protagonist Toph Beifong, recurring support character and wheelchair user Teo, and villain Ming Hua who has prosthetic limbs, this paper aims at highlighting that these disabled characters are far more than mere stereotyped tokens. Instead, they are crucial to the outcome of the story. They are strong and confident while still being allowed to express their insecurities in certain situations. The paper also focuses on how these characters can make disability issues relatable to disabled and non-disabled young audiences alike and how they can thereby contribute to the reduction of prejudice. Finally, they will serve as an example of what inclusive, nuanced, and even empowering disability representation in animated television series can look like. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Children" title="Children">Children</a>, <a href="https://publications.waset.org/abstracts/search?q=disability" title=" disability"> disability</a>, <a href="https://publications.waset.org/abstracts/search?q=representation" title=" representation"> representation</a>, <a href="https://publications.waset.org/abstracts/search?q=television" title=" television"> television</a> </p> <a href="https://publications.waset.org/abstracts/140461/disability-representation-in-childrens-programs-a-critical-analysis-of-nickelodeons-avatar" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/140461.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">206</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">27</span> From Avatars to Humans: A Hybrid World Theory and Human Computer Interaction Experimentations with Virtual Reality Technologies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Juan%20Pablo%20Bertuzzi">Juan Pablo Bertuzzi</a>, <a href="https://publications.waset.org/abstracts/search?q=Mauro%20Chiarella"> Mauro Chiarella</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Employing a communication studies perspective and a socio-technological approach, this paper introduces a theoretical framework for understanding the concept of hybrid world; the avatarization phenomena; and the communicational archetype of co-hybridization. This analysis intends to make a contribution to future design of virtual reality experimental applications. Ultimately, this paper presents an ongoing research project that proposes the study of human-avatar interactions in digital educational environments, as well as an innovative reflection on inner digital communication. The aforementioned project presents the analysis of human-avatar interactions, through the development of an interactive experience in virtual reality. The goal is to generate an innovative communicational dimension that could reinforce the hypotheses presented throughout this paper. Being thought for its initial application in educational environments, the analysis and results of this research are dependent and have been prepared in regard of a meticulous planning of: the conception of a 3D digital platform; the interactive game objects; the AI or computer avatars; the human representation as hybrid avatars; and lastly, the potential of immersion, ergonomics and control diversity that can provide the virtual reality system and the game engine that were chosen. The project is divided in two main axes: The first part is the structural one, as it is mandatory for the construction of an original prototype. The 3D model is inspired by the physical space that belongs to an academic institution. The incorporation of smart objects, avatars, game mechanics, game objects, and a dialogue system will be part of the prototype. These elements have all the objective of gamifying the educational environment. To generate a continuous participation and a large amount of interactions, the digital world will be navigable both, in a conventional device and in a virtual reality system. This decision is made, practically, to facilitate the communication between students and teachers; and strategically, because it will help to a faster population of the digital environment. The second part is concentrated to content production and further data analysis. The challenge is to offer a scenario’s diversity that compels users to interact and to question their digital embodiment. The multipath narrative content that is being applied is focused on the subjects covered in this paper. Furthermore, the experience with virtual reality devices proposes users to experiment in a mixture of a seemingly infinite digital world and a small physical area of movement. This combination will lead the narrative content and it will be crucial in order to restrict user’s interactions. The main point is to stimulate and to grow in the user the need of his hybrid avatar’s help. By building an inner communication between user’s physicality and user’s digital extension, the interactions will serve as a self-guide through the gameworld. This is the first attempt to make explicit the avatarization phenomena and to further analyze the communicational archetype of co-hybridization. The challenge of the upcoming years will be to take advantage from these forms of generalized avatarization, in order to create awareness and establish innovative forms of hybridization. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=avatar" title="avatar">avatar</a>, <a href="https://publications.waset.org/abstracts/search?q=hybrid%20worlds" title=" hybrid worlds"> hybrid worlds</a>, <a href="https://publications.waset.org/abstracts/search?q=socio-technology" title=" socio-technology"> socio-technology</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title=" virtual reality"> virtual reality</a> </p> <a href="https://publications.waset.org/abstracts/95145/from-avatars-to-humans-a-hybrid-world-theory-and-human-computer-interaction-experimentations-with-virtual-reality-technologies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/95145.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">142</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">26</span> Individual Differences and Paired Learning in Virtual Environments</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Patricia%20M.%20Boechler">Patricia M. Boechler</a>, <a href="https://publications.waset.org/abstracts/search?q=Heather%20M.%20Gautreau"> Heather M. Gautreau</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this research study, postsecondary students completed an information learning task in an avatar-based 3D virtual learning environment. Three factors were of interest in relation to learning; 1) the influence of collaborative vs. independent conditions, 2) the influence of the spatial arrangement of the virtual environment (linear, random and clustered), and 3) the relationship of individual differences such as spatial skill, general computer experience and video game experience to learning. Students completed pretest measures of prior computer experience and prior spatial skill. Following the premeasure administration, students were given instruction to move through the virtual environment and study all the material within 10 information stations. In the collaborative condition, students proceeded in randomly assigned pairs, while in the independent condition they proceeded alone. After this learning phase, all students individually completed a multiple choice test to determine information retention. The overall results indicated that students in pairs did not perform any better or worse than independent students. As far as individual differences, only spatial ability predicted the performance of students. General computer experience and video game experience did not. Taking a closer look at the pairs and spatial ability, comparisons were made on pairs high/matched spatial ability, pairs low/matched spatial ability and pairs that were mismatched on spatial ability. The results showed that both high/matched pairs and mismatched pairs outperformed low/matched pairs. That is, if a pair had even one individual with strong spatial ability they would perform better than pairs with only low spatial ability individuals. This suggests that, in virtual environments, the specific individuals that are paired together are important for performance outcomes. The paper also includes a discussion of trends within the data that have implications for virtual environment education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=avatar-based" title="avatar-based">avatar-based</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20environment" title=" virtual environment"> virtual environment</a>, <a href="https://publications.waset.org/abstracts/search?q=paired%20learning" title=" paired learning"> paired learning</a>, <a href="https://publications.waset.org/abstracts/search?q=individual%20differences" title=" individual differences"> individual differences</a> </p> <a href="https://publications.waset.org/abstracts/106307/individual-differences-and-paired-learning-in-virtual-environments" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/106307.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">116</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">25</span> The Phenomena of Virtual World Adoption: Antecedents and Consequences of Virtual World Experience</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Norita%20Ahmad">Norita Ahmad</a>, <a href="https://publications.waset.org/abstracts/search?q=Reza%20Barkhi"> Reza Barkhi</a>, <a href="https://publications.waset.org/abstracts/search?q=Xiaobo%20Xu"> Xiaobo Xu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We design an experimental study to learn about the cognitive implications of the use of avatars in a Virtual World (VW) (i.e., Second Life). The results support our proposed model, where a positive flow experience with VW influences the attitude towards VW, in turn influencing intention to use VW. Furthermore, VW flow experience can itself be impacted by perceived peer influence, familiarity with VW, and personality of the individuals behind the avatars in VW. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=avatar" title="avatar">avatar</a>, <a href="https://publications.waset.org/abstracts/search?q=flow%20experience" title=" flow experience"> flow experience</a>, <a href="https://publications.waset.org/abstracts/search?q=personality%20type" title=" personality type"> personality type</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20life" title=" second life"> second life</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20world" title=" virtual world"> virtual world</a> </p> <a href="https://publications.waset.org/abstracts/13712/the-phenomena-of-virtual-world-adoption-antecedents-and-consequences-of-virtual-world-experience" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/13712.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">598</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24</span> Visuospatial Perspective Taking and Theory of Mind in a Clinical Approach: Development of a Task for Adults</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Britt%20Erni">Britt Erni</a>, <a href="https://publications.waset.org/abstracts/search?q=Aldara%20Vazquez%20Fernandez"> Aldara Vazquez Fernandez</a>, <a href="https://publications.waset.org/abstracts/search?q=Roland%20Maurer"> Roland Maurer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Visuospatial perspective taking (VSPT) is a process that allows to integrate spatial information from different points of view, and to transform the mental images we have of the environment to properly orient our movements and anticipate the location of landmarks during navigation. VSPT is also related to egocentric perspective transformations (imagined rotations or translations of one's point of view) and to infer the visuospatial experiences of another person (e.g. if and how another person sees objects). This process is deeply related to a wide-ranging capacity called the theory of mind (ToM), an essential cognitive function that allows us to regulate our social behaviour by attributing mental representations to individuals in order to make behavioural predictions. VSPT is often considered in the literature as the starting point of the development of the theory of mind. VSPT and ToM include several levels of knowledge that have to be assessed by specific tasks. Unfortunately, the lack of tasks assessing these functions in clinical neuropsychology leads to underestimate, in brain-damaged patients, deficits of these functions which are essential, in everyday life, to regulate our social behaviour (ToM) and to navigate in known and unknown environments (VSPT). Therefore, this study aims to create and standardize a VSPT task in order to explore the cognitive requirements of VSPT and ToM, and to specify their relationship in healthy adults and thereafter in brain-damaged patients. Two versions of a computerized VSPT task were administered to healthy participants (M = 28.18, SD = 4.8 years). In both versions the environment was a 3D representation of 10 different geometric shapes placed on a circular base. Two sets of eight pictures were generated from this: of the environment with an avatar somewhere on its periphery (locations) and of what the avatar sees from that place (views). Two types of questions were asked: a) identify the location from the view, and b) identify the view from the location. Twenty participants completed version 1 of the task and 20 completed the second version, where the views were offset by ±15° (i.e., clockwise or counterclockwise) and participants were asked to choose the closest location or the closest view. The preliminary findings revealed that version 1 is significantly easier than version 2 for accuracy (with ceiling scores for version 1). In version 2, participants responded significantly slower when they had to infer the avatar's view from the latter's location, probably because they spent more time visually exploring the different views (responses). Furthermore, men significantly performed better than women in version 1 but not in version 2. Most importantly, a sensitive task (version 2) has been created for which the participants do not seem to easily and automatically compute what someone is looking at yet which does not involve more heavily other cognitive functions. This study is further completed by including analysis on non-clinical participants with low and high degrees of schizotypy, different socio-educational status, and with a range of older adults to examine age-related and other differences in VSPT processing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mental%20transformation" title="mental transformation">mental transformation</a>, <a href="https://publications.waset.org/abstracts/search?q=spatial%20cognition" title=" spatial cognition"> spatial cognition</a>, <a href="https://publications.waset.org/abstracts/search?q=theory%20of%20mind" title=" theory of mind"> theory of mind</a>, <a href="https://publications.waset.org/abstracts/search?q=visuospatial%20perspective%20taking" title=" visuospatial perspective taking"> visuospatial perspective taking</a> </p> <a href="https://publications.waset.org/abstracts/51181/visuospatial-perspective-taking-and-theory-of-mind-in-a-clinical-approach-development-of-a-task-for-adults" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51181.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">203</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">23</span> Heroes in Hollywood Cinema: An Examination of 'Da Yin Xi Sheng, Da Xiang Wu Xing' Concepts in Daoism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jun%20Cui">Jun Cui</a>, <a href="https://publications.waset.org/abstracts/search?q=Mark%20Qin"> Mark Qin</a>, <a href="https://publications.waset.org/abstracts/search?q=Wei%20Chang"> Wei Chang</a>, <a href="https://publications.waset.org/abstracts/search?q=Celtic%20Wang"> Celtic Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In popular culture, there are Western heroes and Eastern heroes. The differentiation between them is not identified on color, ethnicity, physique, or appearance, nor does it pertain to the pejorative discourses of ‘Western hegemonic culture’ and ‘Orientalism.’ Regardless of nations, heroes frequently exemplify Daoist concepts such as ‘powerful sound is silent, powerful form is formless’. In this paper, the author argues that the characters in the Hollywood film Avatar: The Way of Water embody the archetype of a Xia, carrying out the duties and behaviors typical of this archetype, which aligns with the 'Da Yin Xi Sheng, Da Xiang Wu Xing' concepts of Daoism. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Daoism" title="Daoism">Daoism</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20culture" title=" Chinese culture"> Chinese culture</a>, <a href="https://publications.waset.org/abstracts/search?q=heroism" title=" heroism"> heroism</a>, <a href="https://publications.waset.org/abstracts/search?q=Zhuangzi" title=" Zhuangzi"> Zhuangzi</a>, <a href="https://publications.waset.org/abstracts/search?q=film%20study" title=" film study"> film study</a> </p> <a href="https://publications.waset.org/abstracts/194595/heroes-in-hollywood-cinema-an-examination-of-da-yin-xi-sheng-da-xiang-wu-xing-concepts-in-daoism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/194595.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">11</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22</span> Vision-Based Hand Segmentation Techniques for Human-Computer Interaction</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Jebali">M. Jebali</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Jemni"> M. Jemni</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This work is the part of vision based hand gesture recognition system for Natural Human Computer Interface. Hand tracking and segmentation are the primary steps for any hand gesture recognition system. The aim of this paper is to develop robust and efficient hand segmentation algorithm such as an input to another system which attempt to bring the HCI performance nearby the human-human interaction, by modeling an intelligent sign language recognition system based on prediction in the context of dialogue between the system (avatar) and the interlocutor. For the purpose of hand segmentation, an overcoming occlusion approach has been proposed for superior results for detection of hand from an image. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=HCI" title="HCI">HCI</a>, <a href="https://publications.waset.org/abstracts/search?q=sign%20language%20recognition" title=" sign language recognition"> sign language recognition</a>, <a href="https://publications.waset.org/abstracts/search?q=object%20tracking" title=" object tracking"> object tracking</a>, <a href="https://publications.waset.org/abstracts/search?q=hand%20segmentation" title=" hand segmentation"> hand segmentation</a> </p> <a href="https://publications.waset.org/abstracts/26490/vision-based-hand-segmentation-techniques-for-human-computer-interaction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26490.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">412</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">21</span> The Impact of Artificial Intelligence on E-Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sameil%20Hanna%20Samweil%20Botros">Sameil Hanna Samweil Botros</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The variation of social networking websites inside higher training has garnered enormous hobby in recent years, with numerous researchers thinking about it as a possible shift from the conventional lecture room-based learning paradigm. However, this boom in research and carried out research, but the adaption of SNS-based modules has not proliferated inside universities. This paper commences its contribution with the aid of studying the numerous fashions and theories proposed in the literature and amalgamates together various effective aspects for the inclusion of social technology within e-gaining knowledge. A three-phased framework is similarly proposed, which informs the important concerns for the hit edition of SNS in improving the student's mastering experience. This suggestion outlines the theoretical foundations as a way to be analyzed in sensible implementation across worldwide university campuses. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=eLearning" title="eLearning">eLearning</a>, <a href="https://publications.waset.org/abstracts/search?q=institutionalization" title=" institutionalization"> institutionalization</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning" title=" teaching and learning"> teaching and learning</a>, <a href="https://publications.waset.org/abstracts/search?q=transformation%20vtuber" title=" transformation vtuber"> transformation vtuber</a>, <a href="https://publications.waset.org/abstracts/search?q=ray%20tracing" title=" ray tracing"> ray tracing</a>, <a href="https://publications.waset.org/abstracts/search?q=avatar%20agriculture" title=" avatar agriculture"> avatar agriculture</a>, <a href="https://publications.waset.org/abstracts/search?q=adaptive" title=" adaptive"> adaptive</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=technology%20eLearning" title=" technology eLearning"> technology eLearning</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20network%20sites" title=" social network sites"> social network sites</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20learning" title=" student learning"> student learning</a> </p> <a href="https://publications.waset.org/abstracts/189161/the-impact-of-artificial-intelligence-on-e-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/189161.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">25</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">20</span> The Morphing Avatar of Startup Sales - Destination Virtual Reality </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sruthi%20Kannan">Sruthi Kannan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The ongoing covid pandemic has accelerated digital transformation like never before. The physical barriers brought in as a result of the pandemic are being bridged by digital alternatives. While basic collaborative activities like voice, video calling, screen sharing have been replicated in these alternatives, there are several others that require a more intimate setup. Pitching, showcasing, and providing demonstrations are an integral part of selling strategies for startups. Traditionally these have been in-person engagements, enabling a depth of understanding of the startups’ offerings. In the new normal scenario of virtual-only connects, startups are feeling the brunt of the lack of in-person connections with potential customers and investors. This poster demonstrates how a virtual reality platform has been conceptualized and custom-built for startups to engage with their stakeholders and redefine their selling strategies. This virtual reality platform is intended to provide an immersive experience for startup showcases and offers the nearest possible alternative to physical meetings for the startup ecosystem, thereby opening newer frontiers for entrepreneurial collaborations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaboration" title="collaboration">collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=sales" title=" sales"> sales</a>, <a href="https://publications.waset.org/abstracts/search?q=startups" title=" startups"> startups</a>, <a href="https://publications.waset.org/abstracts/search?q=strategy" title=" strategy"> strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title=" virtual reality"> virtual reality</a> </p> <a href="https://publications.waset.org/abstracts/139718/the-morphing-avatar-of-startup-sales-destination-virtual-reality" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/139718.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">305</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19</span> Metaverse in Future Personal Healthcare Industry: From Telemedicine to Telepresence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammed%20Saeed%20Jawad">Mohammed Saeed Jawad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Metaverse involves the convergence of three major technologies trends of AI, VR, and AR. Together these three technologies can provide an entirely new channel for delivering healthcare with great potential to lower costs and improve patient outcomes on a larger scale. Telepresence is the technology that allows people to be together even if they are physically apart. Medical doctors can be symbolic as interactive avatars developed to have smart conversations and medical recommendations for patients at the different stages of the treatment. Medical digital assets such as Medical IoT for real-time remote healthcare monitoring as well as the symbolic doctors’ avatars as well as the hospital and clinical physical constructions and layout can be immersed in extended realities 3D metaverse environments where doctors, nurses, and patients can interact and socialized with the related digital assets that facilitate the data analytics of the sensed and collected personal medical data with visualized interaction of the digital twin of the patient’s body as well as the medical doctors' smart conversation and consultation or even in a guided remote-surgery operation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=personal%20healthcare" title="personal healthcare">personal healthcare</a>, <a href="https://publications.waset.org/abstracts/search?q=metaverse" title=" metaverse"> metaverse</a>, <a href="https://publications.waset.org/abstracts/search?q=telemedicine" title=" telemedicine"> telemedicine</a>, <a href="https://publications.waset.org/abstracts/search?q=telepresence" title=" telepresence"> telepresence</a>, <a href="https://publications.waset.org/abstracts/search?q=avatar" title=" avatar"> avatar</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20consultation" title=" medical consultation"> medical consultation</a>, <a href="https://publications.waset.org/abstracts/search?q=remote-surgery" title=" remote-surgery"> remote-surgery</a> </p> <a href="https://publications.waset.org/abstracts/155581/metaverse-in-future-personal-healthcare-industry-from-telemedicine-to-telepresence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155581.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">135</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18</span> Mathematical Games with RPG and Sci-Fi Elements to Enhance Motivation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Santiago%20Moll%20Lopez">Santiago Moll Lopez</a>, <a href="https://publications.waset.org/abstracts/search?q=Erica%20Vega%20Fleitas"> Erica Vega Fleitas</a>, <a href="https://publications.waset.org/abstracts/search?q=Dolors%20Rosello%20Ferragud"> Dolors Rosello Ferragud</a>, <a href="https://publications.waset.org/abstracts/search?q=Luis%20Manuel%20Sanchez%20Ruiz"> Luis Manuel Sanchez Ruiz</a>, <a href="https://publications.waset.org/abstracts/search?q=Jose%20Antonio%20Mora%C3%B1o%20Fernandez"> Jose Antonio Moraño Fernandez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Game-based learning (GBL) is becoming popular in education. Learning through games offers students a motivating experience related to the social aspect of games. Among the significant positive outcomes are promoting positive emotions and collaboration, improving the assimilation of concepts, and creating an attractive and dynamic environment standout. This work presents a study of the design and implementation of games created with RPG Maker MZ software with a Sci-Fi storytelling environment for developing specific and transversal skills in a Mathematics subject at the Beng in Aerospace Engineering. Games were applied during regular classes and as a part of a Flip-Teaching methodology to increase the motivation and the assimilation of mathematical concepts in an engaging way. The key features of the games were the introduction of avatar design and the promotion of collaboration among students. Students' opinions and grades obtained in the activities and exams showed increased motivation and a significant improvement in their performance compared with other groups or past students' performances. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=game-based%20learning" title="game-based learning">game-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=rol%20games" title=" rol games"> rol games</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics" title=" mathematics"> mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20fiction" title=" science fiction"> science fiction</a> </p> <a href="https://publications.waset.org/abstracts/163888/mathematical-games-with-rpg-and-sci-fi-elements-to-enhance-motivation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163888.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">95</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17</span> Proprioceptive Neuromuscular Facilitation Exercises of Upper Extremities Assessment Using Microsoft Kinect Sensor and Color Marker in a Virtual Reality Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Owlia">M. Owlia</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20H.%20Azarsa"> M. H. Azarsa</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Khabbazan"> M. Khabbazan</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Mirbagheri"> A. Mirbagheri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Proprioceptive neuromuscular facilitation exercises are a series of stretching techniques that are commonly used in rehabilitation and exercise therapy. Assessment of these exercises for true maneuvering requires extensive experience in this field and could not be down with patients themselves. In this paper, we developed software that uses Microsoft Kinect sensor, a spherical color marker, and real-time image processing methods to evaluate patient’s performance in generating true patterns of movements. The software also provides the patient with a visual feedback by showing his/her avatar in a Virtual Reality environment along with the correct path of moving hand, wrist and marker. Primary results during PNF exercise therapy of a patient in a room environment shows the ability of the system to identify any deviation of maneuvering path and direction of the hand from the one that has been performed by an expert physician. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=image%20processing" title="image processing">image processing</a>, <a href="https://publications.waset.org/abstracts/search?q=Microsoft%20Kinect" title=" Microsoft Kinect"> Microsoft Kinect</a>, <a href="https://publications.waset.org/abstracts/search?q=proprioceptive%20neuromuscular%20facilitation" title=" proprioceptive neuromuscular facilitation"> proprioceptive neuromuscular facilitation</a>, <a href="https://publications.waset.org/abstracts/search?q=upper%20extremities%20assessment" title=" upper extremities assessment"> upper extremities assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title=" virtual reality"> virtual reality</a> </p> <a href="https://publications.waset.org/abstracts/53955/proprioceptive-neuromuscular-facilitation-exercises-of-upper-extremities-assessment-using-microsoft-kinect-sensor-and-color-marker-in-a-virtual-reality-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53955.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">273</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16</span> The Legal Position of Criminal Prevention in the Metaverse World</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Andi%20Intan%20Purnamasari">Andi Intan Purnamasari</a>, <a href="https://publications.waset.org/abstracts/search?q=Supriyadi"> Supriyadi</a>, <a href="https://publications.waset.org/abstracts/search?q=Sulbadana"> Sulbadana</a>, <a href="https://publications.waset.org/abstracts/search?q=Aminuddin%20Kasim"> Aminuddin Kasim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Law functions as social control. Providing arrangements not only for legal certainty, but also in the scope of justice and expediency. The three values achieved by law essentially function to bring comfort to each individual in carrying out daily activities. However, it is undeniable that global conditions have changed the orientation of people's lifestyles. Some people want to ensure their existence in the digital world which is popularly known as the metaverse. Some countries even project their city to be a metaverse city. The order of life is no longer limited to the real space, but also to the cyber world. Not infrequently, legal events that occur in the cyber world also force the law to position its position and even prevent crime in cyberspace. Through this research, conceptually it provides a view of the legal position in crime prevention in the Metaverse world. when the law acts to regulate the situation in the virtual world, of course some people will feel disturbed, this is due to the thought that the virtual world is a world in which an avatar can do things that cannot be done in the real world, or can be called a world without boundaries. Therefore, when the law is present to provide boundaries, of course the concept of the virtual world itself becomes no longer a cyber world that is not limited by space and time, it becomes a new order of life. approach, approach, approach, approach, and approach will certainly be the method used in this research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=crime" title="crime">crime</a>, <a href="https://publications.waset.org/abstracts/search?q=cyber" title=" cyber"> cyber</a>, <a href="https://publications.waset.org/abstracts/search?q=metaverse" title=" metaverse"> metaverse</a>, <a href="https://publications.waset.org/abstracts/search?q=law" title=" law"> law</a> </p> <a href="https://publications.waset.org/abstracts/148400/the-legal-position-of-criminal-prevention-in-the-metaverse-world" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148400.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">149</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15</span> Detection of Cyberattacks on the Metaverse Based on First-Order Logic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sulaiman%20Al%20Amro">Sulaiman Al Amro</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There are currently considerable challenges concerning data security and privacy, particularly in relation to modern technologies. This includes the virtual world known as the Metaverse, which consists of a virtual space that integrates various technologies and is therefore susceptible to cyber threats such as malware, phishing, and identity theft. This has led recent studies to propose the development of Metaverse forensic frameworks and the integration of advanced technologies, including machine learning for intrusion detection and security. In this context, the application of first-order logic offers a formal and systematic approach to defining the conditions of cyberattacks, thereby contributing to the development of effective detection mechanisms. In addition, formalizing the rules and patterns of cyber threats has the potential to enhance the overall security posture of the Metaverse and, thus, the integrity and safety of this virtual environment. The current paper focuses on the primary actions employed by avatars for potential attacks, including Interval Temporal Logic (ITL) and behavior-based detection to detect an avatar’s abnormal activities within the Metaverse. The research established that the proposed framework attained an accuracy of 92.307%, resulting in the experimental results demonstrating the efficacy of ITL, including its superior performance in addressing the threats posed by avatars within the Metaverse domain. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=security" title="security">security</a>, <a href="https://publications.waset.org/abstracts/search?q=privacy" title=" privacy"> privacy</a>, <a href="https://publications.waset.org/abstracts/search?q=metaverse" title=" metaverse"> metaverse</a>, <a href="https://publications.waset.org/abstracts/search?q=cyberattacks" title=" cyberattacks"> cyberattacks</a>, <a href="https://publications.waset.org/abstracts/search?q=detection" title=" detection"> detection</a>, <a href="https://publications.waset.org/abstracts/search?q=first-order%20logic" title=" first-order logic"> first-order logic</a> </p> <a href="https://publications.waset.org/abstracts/185399/detection-of-cyberattacks-on-the-metaverse-based-on-first-order-logic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185399.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">40</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14</span> An Animation-Based Resource for Screening Emotional and Behavioural Distress in Children Aged 6 to 12</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zoe%20Lynch">Zoe Lynch</a>, <a href="https://publications.waset.org/abstracts/search?q=Kirsty%20Zieschank"> Kirsty Zieschank</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There are several factors that compromise the utility and wide-spread use of existing emotional and behavioural distress screening instruments. Some of these factors include lengthy administration times, high costs, feasibility issues, and a lack of self-report options for children under 12 years of age. This animation-based resource was developed to overcome as many of these factors as possible. Developed for educators and medical and mental health professionals, this resource offers children a self-guided mechanism for reporting any current emotional and behavioural distress. An avatar assistant, selected by the child, accompanies them through each stage of the screening process, offering further instruction if prompted. Children enter their age and gender before viewing comparative animations conveying common childhood emotional and behavioural difficulties. The child then selects the most relatable animations, along with the frequency with which they experience the depicted emotions. From a perspective of intellectual development, an engaging, animated format means that outcomes will not be constrained by children’s reading, writing, cognitive, or verbal expression abilities. Having been user-tested with children aged 6 to 12, this resource shows promising results as a self-guided screening instrument. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=animation-based%20screening%20instrument" title="animation-based screening instrument">animation-based screening instrument</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health" title=" mental health"> mental health</a>, <a href="https://publications.waset.org/abstracts/search?q=primary-aged%20children" title=" primary-aged children"> primary-aged children</a>, <a href="https://publications.waset.org/abstracts/search?q=self-guided" title=" self-guided"> self-guided</a> </p> <a href="https://publications.waset.org/abstracts/86653/an-animation-based-resource-for-screening-emotional-and-behavioural-distress-in-children-aged-6-to-12" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86653.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">158</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13</span> A Case Study of Mobile Game Based Learning Design for Gender Responsive STEM Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Raluca%20Ionela%20Maxim">Raluca Ionela Maxim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Designing a gender responsive Science, Technology, Engineering and Mathematics (STEM) mobile game based learning solution (mGBL) is a challenge in terms of content, gamification level and equal engagement of girls and boys. The goal of this case study was to research and create a high-fidelity prototype design of a mobile game that contains role-models as avatars that guide and expose girls and boys to STEM learning content. For this research purpose it was applied the methodology of design sprint with five-phase process that combines design thinking principles. The technique of this methodology comprises smart interviews with STEM experts, mind-map creation, sketching, prototyping and usability testing of the interactive prototype of the gender responsive STEM mGBL. The results have shown that the effect of the avatar/role model had a positive impact. Therefore, by exposing students (boys and girls) to STEM role models in an mGBL tool is helpful for the decreasing of the gender inequalities in STEM fields. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=design%20thinking" title="design thinking">design thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=design%20sprint" title=" design sprint"> design sprint</a>, <a href="https://publications.waset.org/abstracts/search?q=gender-responsive%20STEM%20education" title=" gender-responsive STEM education"> gender-responsive STEM education</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20game%20based%20learning" title=" mobile game based learning"> mobile game based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=role-models" title=" role-models"> role-models</a> </p> <a href="https://publications.waset.org/abstracts/133341/a-case-study-of-mobile-game-based-learning-design-for-gender-responsive-stem-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/133341.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">135</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12</span> A Discussion on the Design Practice of College Students for Virtual Avatars in Social Media Ecology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mei-Chun%20Chang">Mei-Chun Chang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Due to digital transformation and social media development in recent years, various real-time interactive digital tools have been developed to meet the design demands for virtual reality avatars, which also promote digital content learners' active participation in the creation process. As a result, new social media design tools have the characteristics of intuitive operation with a simplified interface for fast production, from which works can be simply created. This study carried out observations, records, questionnaire surveys, and interviews on the creation and learning of visual avatars made by students of the National Taiwan University of Science and Technology (NTUST) with the VRoid Studio 3D modeling tool so as to explore their learning effectiveness on the design of visual avatars. According to the results of this study, the VRoid Studio 3D character modeling tool has a positive impact on the learners and helps to improve their learning effectiveness. Students with low academic achievements said that they could complete the conceived modeling with their own thinking by using the design tool, which increased their sense of accomplishment. Conclusions are drawn according to the results, and relevant future suggestions are put forward. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=virtual%20avatar" title="virtual avatar">virtual avatar</a>, <a href="https://publications.waset.org/abstracts/search?q=character%20design" title=" character design"> character design</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media" title=" social media"> social media</a>, <a href="https://publications.waset.org/abstracts/search?q=vroid%20studio" title=" vroid studio"> vroid studio</a>, <a href="https://publications.waset.org/abstracts/search?q=creation" title=" creation"> creation</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20learning" title=" digital learning"> digital learning</a> </p> <a href="https://publications.waset.org/abstracts/139677/a-discussion-on-the-design-practice-of-college-students-for-virtual-avatars-in-social-media-ecology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/139677.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">190</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11</span> Arboretum: Community Mixed Reality Nature Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Radek%20Richtr">Radek Richtr</a>, <a href="https://publications.waset.org/abstracts/search?q=Petr%20Paus"> Petr Paus</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The connection to the primal environment, living and growing nature is disappearing for most of the residents in urban core areas nowadays. Most of the residents perceive scattered green mass like more technical objects than sentient living organisms. The Arboretum is a type of application from the 'serious games' genre -it is a research experiment masked as a gaming environment. In used virtual and augmented reality environments, every city district is represented by central objects; Pillars created as a result of resident’s consensus. Every player can furthermore plant and grow virtual organic seeds everywhere he wants. Seeds sprout, and their form is determined by both players’ choice and nearest pillar. Every house, private rooms, and even workspace get their new living virtual avatar-connected 'residents' growing from player-planted seeds. Every room or workspace is transformed into (calming) nature scene, reflecting in some way both players and community spirit and together create a vicinity environment. The conceptual design phase of the project is crucial and allows for the identification of the fundamental problems through abstraction. The project that centers on wide community usage needs a clear and accessible interface. Simultaneously the conceptual design allows early sharing of project ideas and creating public concern. The paper discusses the current conceptual model of an Arboretum project (which is part of a whole widespread project) and its validation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=augmented%20reality" title="augmented reality">augmented reality</a>, <a href="https://publications.waset.org/abstracts/search?q=conceptual%20design" title=" conceptual design"> conceptual design</a>, <a href="https://publications.waset.org/abstracts/search?q=mixed%20reality" title=" mixed reality"> mixed reality</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20engineering" title=" social engineering "> social engineering </a> </p> <a href="https://publications.waset.org/abstracts/132098/arboretum-community-mixed-reality-nature-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/132098.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">230</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10</span> Alpha: A Groundbreaking Avatar Merging User Dialogue with OpenAI's GPT-3.5 for Enhanced Reflective Thinking</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jonas%20Colin">Jonas Colin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Standing at the vanguard of AI development, Alpha represents an unprecedented synthesis of logical rigor and human abstraction, meticulously crafted to mirror the user's unique persona and personality, a feat previously unattainable in AI development. Alpha, an avant-garde artefact in the realm of artificial intelligence, epitomizes a paradigmatic shift in personalized digital interaction, amalgamating user-specific dialogic patterns with the sophisticated algorithmic prowess of OpenAI's GPT-3.5 to engender a platform for enhanced metacognitive engagement and individualized user experience. Underpinned by a sophisticated algorithmic framework, Alpha integrates vast datasets through a complex interplay of neural network models and symbolic AI, facilitating a dynamic, adaptive learning process. This integration enables the system to construct a detailed user profile, encompassing linguistic preferences, emotional tendencies, and cognitive styles, tailoring interactions to align with individual characteristics and conversational contexts. Furthermore, Alpha incorporates advanced metacognitive elements, enabling real-time reflection and adaptation in communication strategies. This self-reflective capability ensures continuous refinement of its interaction model, positioning Alpha not just as a technological marvel but as a harbinger of a new era in human-computer interaction, where machines engage with us on a deeply personal and cognitive level, transforming our interaction with the digital world. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=chatbot" title="chatbot">chatbot</a>, <a href="https://publications.waset.org/abstracts/search?q=GPT%203.5" title=" GPT 3.5"> GPT 3.5</a>, <a href="https://publications.waset.org/abstracts/search?q=metacognition" title=" metacognition"> metacognition</a>, <a href="https://publications.waset.org/abstracts/search?q=symbiose" title=" symbiose"> symbiose</a> </p> <a href="https://publications.waset.org/abstracts/181232/alpha-a-groundbreaking-avatar-merging-user-dialogue-with-openais-gpt-35-for-enhanced-reflective-thinking" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/181232.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">70</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9</span> 3D Multiuser Virtual Environments in Language Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hana%20Maresova">Hana Maresova</a>, <a href="https://publications.waset.org/abstracts/search?q=Daniel%20Ecler"> Daniel Ecler</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper focuses on the use of 3D multi-user virtual environments (MUVE) in language teaching and presents the results of four years of research at the Faculty of Education, Palacký University in Olomouc (Czech Republic). In the form of an experiment, mother tongue language teaching in the 3D virtual worlds Second Life and Kitely (experimental group) and parallel traditional teaching on identical topics representing teacher's interpretation using a textbook (control group) were implemented. The didactic test, which was presented to the experimental and control groups in an identical form before and after the instruction, verified the effect of the instruction in the experimental group by comparing the results obtained by both groups. Within the three components of mother-tongue teaching (vocabulary, literature, style and communication education), the students in the literature group achieved partially better results (statistically significant in the case of items devoted to the area of visualization of the learning topic), while in the case of grammar and style education the respondents of the control group achieved better results. On the basis of the results obtained, we can conclude that the most appropriate use of MUVE can be seen in the teaching of those topics that provide the possibility of dramatization, experiential learning and group involvement and cooperation, on the contrary, with regard to the need to divide students attention between the topic taught and the control of avatar and movement in virtual reality as less suitable for teaching in the area of memorization of the topic or concepts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=distance%20learning" title="distance learning">distance learning</a>, <a href="https://publications.waset.org/abstracts/search?q=3D%20virtual%20environments" title=" 3D virtual environments"> 3D virtual environments</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20teaching" title=" online teaching"> online teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20teaching" title=" language teaching"> language teaching</a> </p> <a href="https://publications.waset.org/abstracts/142510/3d-multiuser-virtual-environments-in-language-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142510.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">163</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8</span> Virtual Life: Fashion, Expression, and Identity in the Digital World</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elizabeth%20Bourgeois">Elizabeth Bourgeois</a> </p> <p class="card-text"><strong>Abstract:</strong></p> During social distancing, fashion and self-expression have been pushed further into virtual environments. In VR spaces, identities can be curated easily, untethered from the necessities of life and work. Personal styles reach a wider audience and follow new rules. Digital platforms leave some, but not all, 'real world' clothing constraints behind. Virtual aesthetics are set by the user and the software. Gen Z is a native user, applying face filters on Instagram and Snapchat and styling outfits and skins in apps like Gacha Life, Roblox, and Fortnite. These games cultivate space for community and personal style. Loosely tied to human forms, each app has physical aesthetics, with clear vernacular dress defining it. There are ecosystems of makers, consumers, and critics. Designer-modelers create original assets, brands, and luxury items. Fashion and beauty are ephemeral but always reflect the idealization of form and self. Online communities have already established new beauty ideals that impact live fashion trends. Fashion houses develop AR filters, gaming hairstyles challenge real-world colorists, and musicians perform virtual concerts in their avatar forms. In these times, social media and gaming communities promote the expression of public identity. The online dress is no longer tied to 'real' bodies or cloth. In virtual worlds, there are still tribes, status symbols, gender identities, and roles, but free of fabric, form, and static social structure, there is room for fantastic invention. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title="virtual reality">virtual reality</a>, <a href="https://publications.waset.org/abstracts/search?q=fashion" title=" fashion"> fashion</a>, <a href="https://publications.waset.org/abstracts/search?q=Gen%20Z" title=" Gen Z"> Gen Z</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media" title=" social media"> social media</a>, <a href="https://publications.waset.org/abstracts/search?q=gaming" title=" gaming"> gaming</a> </p> <a href="https://publications.waset.org/abstracts/131478/virtual-life-fashion-expression-and-identity-in-the-digital-world" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/131478.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">135</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7</span> Design and Creation of a BCI Videogame for Training and Measure of Sustained Attention in Children with ADHD</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=John%20E.%20Mu%C3%B1oz">John E. Muñoz</a>, <a href="https://publications.waset.org/abstracts/search?q=Jose%20F.%20Lopez"> Jose F. Lopez</a>, <a href="https://publications.waset.org/abstracts/search?q=David%20S.%20Lopez"> David S. Lopez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Attention Deficit Hyperactivity Disorder (ADHD) is a disorder that affects 1 out of 5 Colombian children, converting into a real public health problem in the country. Conventional treatments such as medication and neuropsychological therapy have been proved to be insufficient in order to decrease high incidence levels of ADHD in the principal Colombian cities. This work demonstrates a design and development of a videogame that uses a brain computer interface not only to serve as an input device but also as a tool to monitor neurophysiologic signal. The video game named “The Harvest Challenge” puts a cultural scene of a Colombian coffee grower in its context, where a player can use his/her avatar in three mini games created in order to reinforce four fundamental aspects: i) waiting ability, ii) planning ability, iii) ability to follow instructions and iv) ability to achieve objectives. The details of this collaborative designing process of the multimedia tool according to the exact clinic necessities and the description of interaction proposals are presented through the mental stages of attention and relaxation. The final videogame is presented as a tool for sustained attention training in children with ADHD using as an action mechanism the neuromodulation of Beta and Theta waves through an electrode located in the central part of the front lobe of the brain. The processing of an electroencephalographic signal is produced automatically inside the videogame allowing to generate a report of the theta/beta ratio evolution - a biological marker, which has been demonstrated to be a sufficient measure to discriminate of children with deficit and without. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=BCI" title="BCI">BCI</a>, <a href="https://publications.waset.org/abstracts/search?q=neuromodulation" title=" neuromodulation"> neuromodulation</a>, <a href="https://publications.waset.org/abstracts/search?q=ADHD" title=" ADHD"> ADHD</a>, <a href="https://publications.waset.org/abstracts/search?q=videogame" title=" videogame"> videogame</a>, <a href="https://publications.waset.org/abstracts/search?q=neurofeedback" title=" neurofeedback"> neurofeedback</a>, <a href="https://publications.waset.org/abstracts/search?q=theta%2Fbeta%20ratio" title=" theta/beta ratio"> theta/beta ratio</a> </p> <a href="https://publications.waset.org/abstracts/22567/design-and-creation-of-a-bci-videogame-for-training-and-measure-of-sustained-attention-in-children-with-adhd" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22567.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">371</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=avatar&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=avatar&page=2" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div 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