
More information:
http://gulfnews.com/news/gulf/uae/education/teaching-avatars-1.558265
Virtual Reality • Augmented Reality • Human Machine Interaction • Brain Computer Interfaces • Serious Games • Computer Graphics
The findings demonstrate a statistically significant reduction in nicotine addiction among the smokers in the cigarette-crushing group versus those in the ball-grasping group. Also, at week 12 of the program, the smoking abstinence rate was significantly higher for the cigarette-crushing group (15%) compared to the ball-grasping group (2%). Other notable findings include the following: smokers who crushed virtual cigarettes tended to stay in the treatment program longer (average time to drop-out > 8 weeks) than the ball-grasping group (< 6 weeks). At the 6-month follow-up, 39% of the cigarette crushers reported not smoking during the previous week, compared to 20% of the ball graspers.
More information:
http://www.sciencedaily.com/releases/2009/10/091027161539.htm
Initial results showed that when students have interest in something, they are more willing and able to learn--and gaming is something that students are interested in. People can learn anything, but they have to be interested in it. There are people who can recite sports statistics for the past 10 years, because it’s something that they’re interested in. There we will work to develop other environments, and hope that eventually students will be able to create their own environment. The Virtual Learning Environment includes 10 high-definition, 72-inch TV monitors, arranged in two five-screen semicircles that allow students to interact with what they see on screen using a custom-designed digital switch and touch-panel controller. In an adjoining lab, 30 workstations, each outfitted with three interconnected monitors, will display the same environments, allowing lessons to be translated and understood on a team or a student basis.
More information:
http://www.eschoolnews.com/news/top-news/index.cfm?i=60314