ModGrasp
A Wave Simulator and Active Heave Compensation Framework
JOpenShowVar, a communication interface to Kuka robots

Best Paper Award at the 4th International Conference on Intelligent Technologies and Applications (INTAP'21)

I am very glad to announce that our work titled "A Multi-Modal Auditory-Visual-Tactile e-Learning Framework" has won the "Best Paper Award" at the 4th International Conference on Intelligent Technologies and Applications (INTAP'21). The awarded poster is: Filippo Sanfilippo, Tomas Blažauskas, Martynas Girdžiūna, Airidas Janonis, Eligijus Kiudys and Gionata Salvietti. A Multi-Modal Auditory-Visual-Tactile e-Learning Framework. In Proc. of the 4th International Conference on Intelligent Technologies and Applications (INTAP 2021), Grimstad, Norway. 2021. I really thank all my co-authors and I congratulate all of them for their contribution.

The 4th International Conference on Intelligent Technologies and Applications (INTAP'21)

The 4th International Conference on Intelligent Technologies and Applications (INTAP'21) was held on 11-13 October, 2021 at the University of Agder (UiA), Grimstad, Norway. INTAP'21 was co-organised by the University of Agder (UiA) and by Oslo Metropolitan University (OsloMet) with the support of the Top Research Centre Mechatronics (TRCM), UiA, and the Artificial Intelligence Research Group (AIRG), Islamia University of Bahawalpur (IUB), Pakistan.

Internationally recognised keynote speakers such as Dr. Domenico Prattichizzo (IEEE Fellow), Dr. Shugen MA (IEEE Fellow), Dr. Deepak Khazanchi, Dr. Stephan Sigg, and Dr. Valeriya Naumova presented their talks. The talk by Dr. Valeriya Naumova was supported and sponsored by the European Association for Artificial Intelligence (EurAI).

INTAP’21, received 243 submissions, from 27 countries and districts on six continents. After a blind review process, only 39 papers were accepted based on the classifications provided by the Program Committee, resulting in an acceptance rate of 16%. The selected papers come from researchers based in several countries including Australia, Belgium, Chile, China, Denmark, Finland, France, Germany, Greece, India, Italy, Japan, Lithuania, Malaysia, Netherlands, Norway, Pakistan, Palestine, Philippines, Portugal, Romania, South Africa, Spain, Sweden, United Kingdom, United States, and Vietnam.

INTAP is an important arena for UiA to establish new contacts with other universities. In this way, we can easily create a collaboration between student activities and research that works for both parties

Kick-off meeting of the Erasmus+ Project AugmentedWearEdu

Title

Integrating virtual and AUGMENTED reality with WEARable technology into engineering EDUcation (AugmentedWearEdu)

Info

Start: 01-09-2020 - End: 31-08-2022

Project Reference: 2020-1-NO01-KA203-076540

EU Grant: 243730 EUR

Programme: Erasmus+

Key Action: Cooperation for innovation and the exchange of good practices

Action Type: Strategic Partnerships for higher education

Coordinator

UNIVERSITETET I AGDER

GIMLEMOEN 25

4604

KRISTIANSAND

http://www.uia.no

Organisation type: Higher education institution (tertiary level) 

Partners

  • UNIVERSITA DEGLI STUDI DI SIENA, Italy
  • UNIVERSIDADE DO MINHO, Portugal
  • UNIVERSITATEA POLITEHNICA TIMISOARA, Romania
  • KAUNO TECHNOLOGIJOS UNIVERSITETAS, Lithuania

Summary

With a high number of countries closing learning institutions to face the COVID-19 pandemic, over 80% of the world’s students are not attending school. As a response to this challenge, many educational institutions are increasing their efforts to utilize educational technologies of all sorts to provide remote learning opportunities for students, while schools are closed. To help parents, teachers, schools and school administrators facilitate student learning and provide social care and interaction during periods of school closure, UNESCO elaborated a list of educational applications, platforms and resources. Although these solutions offer an essential support to society in these unprecedented times, they are mostly oriented in enabling theoretical content transfer. One of the biggest drawbacks of the majority of these existing solutions, is that limited support is provided to hands-on laboratory work and practical experiences. Hands-on experiences are essential to significantly advance learning at all levels of science education and across all disciplines. However, this is even more relevant to science, technology, engineering, and mathematics (STEM) departments, which must continuously develop their laboratories and pedagogical tools to provide their students with effective study plans. The creation of contents accessible on-line and the possibility of providing immersive experience for lab activities is clearly useful in the short term to face the COVID-19 related issues, but may open to the adoption of novel tools for e-Learning also in the long term.

The main objective of AugmentedWearEdu is to introduce a novel framework for e-Learning consisting of including haptic experiences to enable digital access to laboratories in higher education. This will be achieved by combining both virtual reality (VR) and augmented reality (AR) tools with a novel generation of wearable haptic devices. This will make it possible to engage students in a hapto-audio-visual hands-on laboratory environment. In this project, we will evaluate which of the available haptic technologies are suitable for e-Lerning and may foster the students’ ability to create complex simulations using existing or in-world modelling techniques and scripting tools, while offering the functionality to link to the real world and capture data which can be visualised in real-time. Haptics, VR and AR tools will be adopted either from our ongoing research activity or from various low-cost commercial off-the-shelf (COTS) tools. In this way, an innovative educational and research loop will also be established. This approach will contribute towards the achievement of fully-immersive, open and distance laboratory learning.

Starting from current state-of-art knowledge, AugmentedWearEdu will further advance this knowledge by producing the following intellectual outputs:
- assessment tool for educators’ competencies evaluation on using VR/AR including wearable haptic technologies. We propose a self-assessment tool for educators’ competencies evaluation in VR and AR including haptic wearable technologies. This tool will support academic staff taking responsibility for their own professional growth through the identification of the current status of their pedagogical and technological skills with respect to VR/AR and integrated haptic wearables. The proposed tool will make it possible to design tailor-made courses for educators. From a methodology perspective, this is expected to also impact other disciplines in higher education. This is aligned with the European Commission’s guidelines on supporting teacher competence development for better learning outcomes;
- training program for educators on haptics, VR and AR competences development (methodology and tools). We propose the design of a training program for educators regarding competence development and the adoption of haptics, VR and AR as tools for realising a hands-on laboratory with practical experiences for students. The development of the proposed training course for the integration of haptics, VR and AR for teaching is a novel methodological contribution towards supporting teacher competence development;
- open source library of VR, AR and wearable haptics to be used for re-designed study modules and engineering laboratories. We will deliver a website that will be called AugmentedWearEdu Portal. The portal will be an initiative to advance the design and use of VR/AR contents including haptic interaction for e-Learning. We will include in the portal all the information needed to build and set up the proposed wearable haptic interface starting from off-the-shelf components and our current research prototypes. The combination of VR/AR methodologies and haptics can be exploited beyond engineering courses. Medicine courses, arts and other courses where lab activities are envisaged may take advantage from the proposed novel methodologies.

 

Filippo Sanfilippo