Pub Date : 2017-06-01DOI: 10.1109/EAEEIE.2017.8768619
C. Berland
Electric circuit lecturing for first year bachelor students is for different reasons challenging. Indeed, students are to acquire calculation competences on electric circuit before being able to realize electronic functions. Learning how to use and apply basic theorems is not a stimulating task and is mainly hindered by the student inabilities to operate simple mathematic calculations. In this paper, we present the development of exercises sheets on an e-learning platform, WIMS, to support the students learning process. The results of this experimentation are encouraging with an improvement of four points of the final evaluation compared to previous year’s results and a real involvement of the student for the subject.
{"title":"E-learning platform WIMS for bachelor first year courses on electric circuit","authors":"C. Berland","doi":"10.1109/EAEEIE.2017.8768619","DOIUrl":"https://doi.org/10.1109/EAEEIE.2017.8768619","url":null,"abstract":"Electric circuit lecturing for first year bachelor students is for different reasons challenging. Indeed, students are to acquire calculation competences on electric circuit before being able to realize electronic functions. Learning how to use and apply basic theorems is not a stimulating task and is mainly hindered by the student inabilities to operate simple mathematic calculations. In this paper, we present the development of exercises sheets on an e-learning platform, WIMS, to support the students learning process. The results of this experimentation are encouraging with an improvement of four points of the final evaluation compared to previous year’s results and a real involvement of the student for the subject.","PeriodicalId":370977,"journal":{"name":"2017 27th EAEEIE Annual Conference (EAEEIE)","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130756339","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-06-01DOI: 10.1109/EAEEIE.2017.8768626
J. Kozieł, Mariusz Śniadkowski, A. Wac-Włodarczyk
The research methods of diagnostic survey aimed to draw the attention to the openness of the lecturers to more flexible learning programs in order to meet the needs of graduates and potential employers. The focus was, inter alia, on educational institutions, from which the subjects graduated, promotional activities of the Lublin University of Technology, students' interest, activity in various associations and organizations, and career plans after graduating from the analyzed specialization. The presented article analyzes selected research problems, the results of which can be used in the educational process through more flexible timetables for the electric engineering and enhancing the quality of education as well as extending educational offer.
{"title":"The social model of the candidate for a study of the electric engineering as an inspiration for flexibility in planning of the study","authors":"J. Kozieł, Mariusz Śniadkowski, A. Wac-Włodarczyk","doi":"10.1109/EAEEIE.2017.8768626","DOIUrl":"https://doi.org/10.1109/EAEEIE.2017.8768626","url":null,"abstract":"The research methods of diagnostic survey aimed to draw the attention to the openness of the lecturers to more flexible learning programs in order to meet the needs of graduates and potential employers. The focus was, inter alia, on educational institutions, from which the subjects graduated, promotional activities of the Lublin University of Technology, students' interest, activity in various associations and organizations, and career plans after graduating from the analyzed specialization. The presented article analyzes selected research problems, the results of which can be used in the educational process through more flexible timetables for the electric engineering and enhancing the quality of education as well as extending educational offer.","PeriodicalId":370977,"journal":{"name":"2017 27th EAEEIE Annual Conference (EAEEIE)","volume":"251 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132189694","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-06-01DOI: 10.1109/EAEEIE.2017.8768591
Irene Mamakou, C. Halatsis, Maria Gregoriadou
The instructional methodologies that are applied in Computer and Telecommunication Engineering Education are outdated and contribute to student failure and attrition. A methodological framework which is considered appropriate, respecting individuality and enhancing (Gardner’s) multiple intelligences is analysed and applied in an experimental course intelligences is analysed and applied in an experimental course which addresses academic/research skills development through project-based instruction. This piece of research is thus two-fold as it proposes a dual shift which involves new content (skills) and a modern mode of acquisition. The pedagogical considerations and learning objectives are outlined and the effectiveness of this approach is investigated through the evaluation of student projects submissions.
{"title":"Modernising Instructional Methodologies in Computer and Telecomminication Engineering Education","authors":"Irene Mamakou, C. Halatsis, Maria Gregoriadou","doi":"10.1109/EAEEIE.2017.8768591","DOIUrl":"https://doi.org/10.1109/EAEEIE.2017.8768591","url":null,"abstract":"The instructional methodologies that are applied in Computer and Telecommunication Engineering Education are outdated and contribute to student failure and attrition. A methodological framework which is considered appropriate, respecting individuality and enhancing (Gardner’s) multiple intelligences is analysed and applied in an experimental course intelligences is analysed and applied in an experimental course which addresses academic/research skills development through project-based instruction. This piece of research is thus two-fold as it proposes a dual shift which involves new content (skills) and a modern mode of acquisition. The pedagogical considerations and learning objectives are outlined and the effectiveness of this approach is investigated through the evaluation of student projects submissions.","PeriodicalId":370977,"journal":{"name":"2017 27th EAEEIE Annual Conference (EAEEIE)","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133013717","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-06-01DOI: 10.1109/EAEEIE.2017.8768727
C. Baras, Rémy Chollet, Jérôme Martin
Engineering training programmes commonly integrate project management skills as a legitimate subject for training competent graduates [7], [5]. Since a few years, this topic has been expanding to lower academic degrees. The challenge is then to combine students’ limited technical competences with management requirements and entrepreneurial skills (work experience, staff planning, feedback and even product promotion).The French institutes of technology (such as Grenoble IUT) provide undergraduate technical degrees in different technical specialities with two-year training programmes. In 2013, the programme of the Network and Telecommunication speciality [4] was modernised in this way to :1)introduce project management aspects with 20 hours of lectured training and 30 hours per student of personal work;2)take into account high-level programming languages and mobile devices (smartphones, tablets, …): 60 hour training must cover the basic algorithmic principles (procedural programming using Python language) but also the operating principles of the applications letting clients query server services.In this paper, we propose to describe the pedagogical approach we adopt to combine these two goals: students work in pairs for 12 weeks and experiment the programming process by developing a game (namely the Battleship) with given technical specifications. This approach offers two major learning points:•gaining skills on programming: students are motivated with a fun basic application [3]. Then they are invited to add gaming options with respect to their abilities and with increasing programming complexity (including graphical interface or network gaming service).•placing students in a professional situation: student work is driven by well-documented functional specifications and demonstrator programs. Specifications split the project development into four stages with fixed deadlines. Students are in charge of work assignment using classical project management tools and professional collaborative work systems (Gantt diagram and Subversion source version control system [1]).The proposed project is detailed based on our three-year teaching experience focusing on the pedagogical progression, the advantages of IT project management tools and the skills learned by students after this first practical experience.
{"title":"Learning project management skills through game programming","authors":"C. Baras, Rémy Chollet, Jérôme Martin","doi":"10.1109/EAEEIE.2017.8768727","DOIUrl":"https://doi.org/10.1109/EAEEIE.2017.8768727","url":null,"abstract":"Engineering training programmes commonly integrate project management skills as a legitimate subject for training competent graduates [7], [5]. Since a few years, this topic has been expanding to lower academic degrees. The challenge is then to combine students’ limited technical competences with management requirements and entrepreneurial skills (work experience, staff planning, feedback and even product promotion).The French institutes of technology (such as Grenoble IUT) provide undergraduate technical degrees in different technical specialities with two-year training programmes. In 2013, the programme of the Network and Telecommunication speciality [4] was modernised in this way to :1)introduce project management aspects with 20 hours of lectured training and 30 hours per student of personal work;2)take into account high-level programming languages and mobile devices (smartphones, tablets, …): 60 hour training must cover the basic algorithmic principles (procedural programming using Python language) but also the operating principles of the applications letting clients query server services.In this paper, we propose to describe the pedagogical approach we adopt to combine these two goals: students work in pairs for 12 weeks and experiment the programming process by developing a game (namely the Battleship) with given technical specifications. This approach offers two major learning points:•gaining skills on programming: students are motivated with a fun basic application [3]. Then they are invited to add gaming options with respect to their abilities and with increasing programming complexity (including graphical interface or network gaming service).•placing students in a professional situation: student work is driven by well-documented functional specifications and demonstrator programs. Specifications split the project development into four stages with fixed deadlines. Students are in charge of work assignment using classical project management tools and professional collaborative work systems (Gantt diagram and Subversion source version control system [1]).The proposed project is detailed based on our three-year teaching experience focusing on the pedagogical progression, the advantages of IT project management tools and the skills learned by students after this first practical experience.","PeriodicalId":370977,"journal":{"name":"2017 27th EAEEIE Annual Conference (EAEEIE)","volume":"1141 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128481860","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-06-01DOI: 10.1109/EAEEIE.2017.8768584
Nina Bencheva, N. Kostadinov
With expanding proliferation of embedded systems the demand for qualified engineers to design them increases. In response to raised interest many computing curricula have been subject to change in order to expand the embedded systems topics. To meet the challenges of real embedded development, the students should be trained in applying the hardware/software co-design as a key to ensure a successful final product and to reduce costs and design time. This paper presents a case study describing an undergraduate course project involving design of a simple, but realistic embedded system using hardware/software co-design approach. It demonstrates how Specification and Description Language (SDL) can be used to model the structure and behavior of the system, as well as to help the partitioning and allocation tasks in the design flow. Conclusions of the impact of using the hardware/software co-design method in the embedded system design projects on raising students’ interest and understanding are outlined.
{"title":"Teaching Hardware/Software Co-design of Embedded Systems – a Case Study","authors":"Nina Bencheva, N. Kostadinov","doi":"10.1109/EAEEIE.2017.8768584","DOIUrl":"https://doi.org/10.1109/EAEEIE.2017.8768584","url":null,"abstract":"With expanding proliferation of embedded systems the demand for qualified engineers to design them increases. In response to raised interest many computing curricula have been subject to change in order to expand the embedded systems topics. To meet the challenges of real embedded development, the students should be trained in applying the hardware/software co-design as a key to ensure a successful final product and to reduce costs and design time. This paper presents a case study describing an undergraduate course project involving design of a simple, but realistic embedded system using hardware/software co-design approach. It demonstrates how Specification and Description Language (SDL) can be used to model the structure and behavior of the system, as well as to help the partitioning and allocation tasks in the design flow. Conclusions of the impact of using the hardware/software co-design method in the embedded system design projects on raising students’ interest and understanding are outlined.","PeriodicalId":370977,"journal":{"name":"2017 27th EAEEIE Annual Conference (EAEEIE)","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125901042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-06-01DOI: 10.1109/EAEEIE.2017.8768651
A. Ward, I. Grout, H. Frémont, D. Cojocaru, M. Poboroniuc, L. Lhotská, T. Welzer, L. Grindei
The Strategic ALignment of Electrical and Information Engineering in European Higher Education Institutions (SALEIE) Project was the latest project in a series of projects submitted with the support of the EAEEIE. The project was EU funded and ran from October 2012 to December 2015. It had 45 project partners, 44 from Europe and one from Russia. With a focus on Electrical and Information Engineering, the project explored academic programme governance issues across the consortium and proposed models for ways in which curricula can be specified to help ensure the detail of the programme can be easily understood by others. The project also established a set of fully developed curricula for the ICT Securities and Renewable Energies at the First and Second Cycle Degree levels. Finally the project developed an extensive online resource for the support of students with disabilities. All three of these project ‘threads’ combine to provide a solid foundation for teaching collaborations across Europe especially those which have, as an integral component, a transnational student mobility. The resources created together lay down a suggested academic programme in the two technical areas considered but also as a model that can be used in other technical areas; and also to ‘level the playing field’ of student engagement – opening programmes up for students who need additional support. The paper starts with a summary of the rationale for, and the aims and objectives of the project. It leads on to state the main deliverables and the specific deliverables that should be of interest to curriculum developers across Europe and the impact it has had in terms of dissemination. Finally it makes suggestions for possible follow on projects that promote collaborations and the support of all students.
{"title":"The SALEIE Project : A successful International Collaborative Project and springboard for future projects","authors":"A. Ward, I. Grout, H. Frémont, D. Cojocaru, M. Poboroniuc, L. Lhotská, T. Welzer, L. Grindei","doi":"10.1109/EAEEIE.2017.8768651","DOIUrl":"https://doi.org/10.1109/EAEEIE.2017.8768651","url":null,"abstract":"The Strategic ALignment of Electrical and Information Engineering in European Higher Education Institutions (SALEIE) Project was the latest project in a series of projects submitted with the support of the EAEEIE. The project was EU funded and ran from October 2012 to December 2015. It had 45 project partners, 44 from Europe and one from Russia. With a focus on Electrical and Information Engineering, the project explored academic programme governance issues across the consortium and proposed models for ways in which curricula can be specified to help ensure the detail of the programme can be easily understood by others. The project also established a set of fully developed curricula for the ICT Securities and Renewable Energies at the First and Second Cycle Degree levels. Finally the project developed an extensive online resource for the support of students with disabilities. All three of these project ‘threads’ combine to provide a solid foundation for teaching collaborations across Europe especially those which have, as an integral component, a transnational student mobility. The resources created together lay down a suggested academic programme in the two technical areas considered but also as a model that can be used in other technical areas; and also to ‘level the playing field’ of student engagement – opening programmes up for students who need additional support. The paper starts with a summary of the rationale for, and the aims and objectives of the project. It leads on to state the main deliverables and the specific deliverables that should be of interest to curriculum developers across Europe and the impact it has had in terms of dissemination. Finally it makes suggestions for possible follow on projects that promote collaborations and the support of all students.","PeriodicalId":370977,"journal":{"name":"2017 27th EAEEIE Annual Conference (EAEEIE)","volume":"94 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125046695","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-06-01DOI: 10.1109/EAEEIE.2017.8768628
S. Baccar, Sophie Houlier, M. Messaadia
This paper deals with the description of a newly practiced method of teaching in EI. CESI, a French engineering school. This method called "The Active Project-Based Learning" (APBL) belongs to an emergent trend of innovative and active learning methods. The APBL approach has as a goal to eliminate the drawbacks of the classical education methods, which are often based on an almost unidirectional teacher speech, an unbalance in the amounts of information exchange and interaction between the transmitter (the teacher) and the receiver (the learner). Moreover, clearly, the great quantity of knowledge flow, the inactivity of the learner, a certain monotony of the teacher speech and finally the abstract character of some scientific fields are critical factors of risk and failure of the conventional method. This is more and more true face to a new generation growing in a digital environment where media and digital tools are preponderant. Consequently, the "old" conventional method has reached its limitation.In opposition to the conventional method, the APBL puts the student in the center of the learning mechanism. The learning is based rather on a flexible and dynamic interaction between the teacher and the student. he teacher ensures a role of coaching and accompanying the learner to reach the preplanned pedagogical goal with an easier and a faster way on a hand and with a greater chance of success on the other hand. The student can trust more and more in his capacities and can manage better, organize and customize his own learning process. Organizing studies by project will increase the student autonomy and will set up a similar context of professional work of an engineer in a company. Finally, elementary steps of the project are defined to ensure a continual improvement process, by following the PDCA process (P-Plan, D-Do, Check, A-Act), a widely used management method in industry. These are the great outlines of the APBL method, its expected results and impacts on the quality and efficiency of learning.
本文介绍了一种新的教学实践方法。CESI，一所法国工程学校。这种方法被称为“主动项目学习”(APBL)，属于创新和主动学习方法的新兴趋势。APBL方法的目标是消除经典教育方法的缺点，这些方法通常基于几乎单向的教师演讲，传递者(教师)和接收者(学习者)之间的信息交换和互动数量不平衡。此外，很明显，大量的知识流动、学习者的不主动性、教师讲话的某种单调性以及某些科学领域的抽象性是传统方法风险和失败的关键因素。这是在媒体和数字工具占主导地位的数字环境中成长的新一代越来越真实的面孔。因此，“旧的”传统方法已经达到了它的极限。与传统方法不同，APBL将学生置于学习机制的中心。学习是基于教师和学生之间灵活和动态的互动。教师确保指导和陪伴学习者的角色，一方面以更简单、更快的方式达到预定的教学目标，另一方面也有更大的成功机会。学生可以越来越相信自己的能力，可以更好地管理、组织和定制自己的学习过程。通过项目组织学习将增加学生的自主权，并将建立类似于公司工程师专业工作的背景。最后，定义了项目的基本步骤，以确保持续改进过程，遵循PDCA过程(P-Plan, D-Do, Check, a - act)，这是一种在工业中广泛使用的管理方法。这些是APBL方法的概要，它的预期结果和对学习质量和效率的影响。
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Pub Date : 2017-06-01DOI: 10.1109/EAEEIE.2017.8768720
P. Zahariev, Georgi V. Hristov, Nina Bencheva, M. Iliev, Yoana Ruseva
The paper outlines how the modern information technologies can be used for the preservation and the popularisation of historically and culturally significant Roman sites from the lower part of the Danube Limes, a UNESCO World Heritage site candidate. This specific geographical zone was selected due to the many well preserved, but fairly unknown sites along the lower part of the Danube River and on the border area between Bulgaria and Romania. All results, which are presented in this paper, are obtained during the implementation of the ongoing project 15.2.1.038 "Ancient roman cultural heritage interactive visualization environment for the cross border area between Bulgaria and Romania" (ARCHIVE), co-financed by the European Union through the European Regional Development Fund under the INTERREG V-A Romania-Bulgaria Programme.In the initial sections of the paper we briefly present the international consortium and the structure of the project, its aim and main objectives. The next sections of the paper are focused on the activities for the preservation and popularization of the ancient Roman sites. These activities range from the traditional ground-based photo and video shootings of the selected Roman locations to the use of the modern unmanned aerial vehicles for obtaining low and high altitude photographs, video clips, as well as for the creation of ortho-photo images and 3D models. The paper investigates also the use of 3D scanners and photo cameras for the digitalization and the creation of 3D models of some of the most significant Roman artefacts and the printing of these 3D models as scaled replicas using modern eco-friendly 3D printers. The next section of the paper investigates the possibilities for the use of the created digital materials – for the development of tourist applications for mobile devices, for the creation of electronic educational resources about the Roman history in the cross-border area between Bulgaria and Romania, for the creation of Virtual museums and so on. Last, but not least, we present some topics from the created joint strategy for popularisation of the Roman heritage, which focus on the use of the developed resources for the training and education of the local school and university students.
{"title":"Preservation and popularisation of the ancient Roman cultural heritage using the modern information and communication technologies","authors":"P. Zahariev, Georgi V. Hristov, Nina Bencheva, M. Iliev, Yoana Ruseva","doi":"10.1109/EAEEIE.2017.8768720","DOIUrl":"https://doi.org/10.1109/EAEEIE.2017.8768720","url":null,"abstract":"The paper outlines how the modern information technologies can be used for the preservation and the popularisation of historically and culturally significant Roman sites from the lower part of the Danube Limes, a UNESCO World Heritage site candidate. This specific geographical zone was selected due to the many well preserved, but fairly unknown sites along the lower part of the Danube River and on the border area between Bulgaria and Romania. All results, which are presented in this paper, are obtained during the implementation of the ongoing project 15.2.1.038 \"Ancient roman cultural heritage interactive visualization environment for the cross border area between Bulgaria and Romania\" (ARCHIVE), co-financed by the European Union through the European Regional Development Fund under the INTERREG V-A Romania-Bulgaria Programme.In the initial sections of the paper we briefly present the international consortium and the structure of the project, its aim and main objectives. The next sections of the paper are focused on the activities for the preservation and popularization of the ancient Roman sites. These activities range from the traditional ground-based photo and video shootings of the selected Roman locations to the use of the modern unmanned aerial vehicles for obtaining low and high altitude photographs, video clips, as well as for the creation of ortho-photo images and 3D models. The paper investigates also the use of 3D scanners and photo cameras for the digitalization and the creation of 3D models of some of the most significant Roman artefacts and the printing of these 3D models as scaled replicas using modern eco-friendly 3D printers. The next section of the paper investigates the possibilities for the use of the created digital materials – for the development of tourist applications for mobile devices, for the creation of electronic educational resources about the Roman history in the cross-border area between Bulgaria and Romania, for the creation of Virtual museums and so on. Last, but not least, we present some topics from the created joint strategy for popularisation of the Roman heritage, which focus on the use of the developed resources for the training and education of the local school and university students.","PeriodicalId":370977,"journal":{"name":"2017 27th EAEEIE Annual Conference (EAEEIE)","volume":"267 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133029361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-06-01DOI: 10.1109/EAEEIE.2017.8768494
P. Escudeiro, N. Escudeiro, Pedro Oliveira, Maciel Barbosa
Over the last three decades, video games have evolved from a pastime into a force of change that is transforming the way people perceive, learn about, and interact with the world around them. Despite this increased interest, a significant number of people encounter barriers when playing games, due to a disability. Most games are developed without taking into account the accessibility for people with visual disabilities. Despite all efforts to promoting equal opportunities and social inclusion of people with disabilities, there are still few computer games taking into account the accessibility for the blind. The Game2Senses project intends to reduce the social barriers between the blind community and those not suffering from visual disabilities. It aims to increase the quantity, variety and quality of computer games for the visually impaired. This will be achieved by developing a multiplayer game for mobile devices that requires players to interact. It uses 3D auditory experiences and haptic feedback as ways for primary stimuli. It also provides a basic graphic interface to motivate individuals to play since we aim the game to be played by visually impaired and sighted people cooperating with each other. The inputs of the game are very simple consisting in only six movements, gyroscope movements and touchscreen movements: click, double-click, swipe left, swipe right, swipe up and swipe down. In the end, the game will be tested to know if a blind can play the game. It will be evaluated with a survey with questions about intuitiveness, gameplay and degree of entertainment.
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Pub Date : 2017-06-01DOI: 10.1109/EAEEIE.2017.8768675
I. Slaidiņš
Latvia has a long-lasting tradition in education of Radio Engineers (now called Electronics Engineers). The Riga Technical University is the main institution providing education in electronics and related fields in the country. The e-learning portal ORTUS, based on Moodle, has been introduced at the Riga Technical University 10 years ago. It is used in all study programs since then thus facilitating wide introduction of blended learning. A short historical review on the developments in Electronics Engineering education at the Riga Technical University, legislation background of the academic and professional higher education in Latvia is presented. There will be also review of innovation introduced in the education methodology and technology via several local and international projects. The professional MSc program in Electronics Engineering containing the internship and the master thesis with a design project has been introduced since 2010.
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