CyclePad: An articulate virtual laboratory for engineering thermodynamics

Forbus, Kenneth D.; Kuehne, Sven E.; Whalley, P.B.; Everett, John O.; Ureel, Leo C.; Brokowski, Mike; Baher, J.

doi:10.1016/s0004-3702(99)00080-6

Cited by 64 publications

(28 citation statements)

References 11 publications

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“…Another is that the students feel safe to experiment without causing damage for which they may feel they would be reprimanded. This was also argued by Forbus et al (Forbus et al, 1999) 3) Natural interaction with the VE allows students to experience metaphorical concepts and undetectable phenomena. Students would apply their networking skills and knowledge in a real environment by using a keyboard, a mouse, and a monitor.…”

Section: Virtual Learning Environments and Virtual Realitymentioning

confidence: 68%

A Virtual Learning Environment for Real-World Networking

Kneale

Box²

2003

InSITE Conference

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Virtual learning environments are a solution to some of the problems of providing an authentic learning environment. We encountered problems such as lack of funding and physical space, and risks and threats to our network environment when we contemplated providing a real, physical specialist laboratory to teach computer networking. We solved most of our problems by developing Velnet, a virtual environment for learning networking. Velnet consists of one or more host machines and operating systems, commercial virtual machine software, virtual machines and their operating systems, a virtual network connecting the virtual machines, and remote desktop display software. Our first experiment with Velnet was in a standalone configuration, without remote desktop display. The initial pilot had students connecting to Velnet via our institution's network. Velnet performed well under this restricted access environment. We are developing a virtual reality overlay of Velnet to be able to present computernetworking concepts. We are also investigating the changes we can make to our instructional design and assessment strategies, and the consequent learning experiences of the students.

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Section: Virtual Learning Environments and Virtual Realitymentioning

confidence: 68%

A Virtual Learning Environment for Real-World Networking

Kneale

Box²

2003

InSITE Conference

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“…Traditionally, the majority of research deals with physics and engineering (Weld and de Kleer, 1990). Successful application areas include autonomous spacecraft support (Williams et al, 2003), failure analysis and on-board diagnosis of vehicle systems (Struss and Price, 2003), automated generation of control software for photocopiers (Fromherz et al, 2003), and intelligent aids for learning about thermodynamic cycles (Forbus et al, 1999) as well as for learning about other systems and phenomena (Bredeweg and Forbus, 2003). With the support of the NaturNet-Redime project (http://www.NaturNet.org/) extra leverage was provided to the use of Qualitative Reasoning in ecology , particularly concerning topics such as sustainability (see also other papers in this special issue).…”

Section: Background and Characteristicsmentioning

confidence: 99%

Garp3 — Workbench for qualitative modelling and simulation

Bredeweg

Linnebank

Bouwer

et al. 2009

Ecological Informatics

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a b s t r a c t a r t i c l e i n f oEasy to use workbenches for Qualitative Reasoning and modelling have been virtually nonexistent. This has a limiting effect on the use of this Artificial Intelligence technology and its uptake by a larger audience. We present Garp3, a user-friendly workbench that allows modellers to build, simulate, and inspect qualitative models of system behaviour. The workbench employs diagrammatic representations for users to interact with model content and simulation results, and provides seamless interoperability between the different modes of use. Domain experts can use Garp3 to create conceptual models in situations where numerical information is sparse or unavailable, or when they want to formalise their conceptual understanding of how systems behave. Garp3 can be applied to stakeholder management or dissemination activities to illustrate and explain phenomena, and facilitate discussion among participants. The workbench can also be used in formal education to have learners express concepts, or interact with existing models, and support them in developing their understanding of 'how things work'. Garp3 incorporates a range of techniques from Artificial Intelligence known as knowledge-based techniques. The main goal of this paper is to present the representation and reasoning methods of these techniques as they have been developed and fine-tuned within the Garp3 workbench. The focus hereby is on the symbolic, non-numerical calculations that are required to generate the state-graph of a system's behaviour efficiently, while taking into account that users need to be able to track and understand this reasoning, both in terms of the end result and the intermediate results it delivers.

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“…We are conducting our research in the domain of thermodynamics, using as a foundation the CyclePad articulate simulator [4]. CyclePad was developed with the intention of allowing students to engage in design activities earlier in their education than was possible previously.…”

Section: The Cycletalk Systemmentioning

confidence: 99%

Evaluating the Effectiveness of Tutorial Dialogue Instruction in an Exploratory Learning Context

Kumar

Rosé

Aleven

et al. 2006

Intelligent Tutoring Systems

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Abstract. In this paper we evaluate the instructional effectiveness of tutorial dialogue agents in an exploratory learning setting. We hypothesize that the creative nature of an exploratory learning environment creates an opportunity for the benefits of tutorial dialogue to be more clearly evidenced than in previously published studies. In a previous study we showed an advantage for tutorial dialogue support in an exploratory learning environment where that support was administered by human tutors [9]. Here, using a similar experimental setup and materials, we evaluate the effectiveness of tutorial dialogue agents modeled after the human tutors from that study. The results from this study provide evidence of a significant learning benefit of the dialogue agents.

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CyclePad: An articulate virtual laboratory for engineering thermodynamics

Cited by 64 publications

References 11 publications

A Virtual Learning Environment for Real-World Networking

A Virtual Learning Environment for Real-World Networking

Garp3 — Workbench for qualitative modelling and simulation

Evaluating the Effectiveness of Tutorial Dialogue Instruction in an Exploratory Learning Context

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