作者: 暗指 時(shí)間: 2025-3-21 22:02 作者: 膽大 時(shí)間: 2025-3-22 04:10 作者: 材料等 時(shí)間: 2025-3-22 06:35 作者: Collision 時(shí)間: 2025-3-22 12:16
Serious Games, Simulations, and Case-Based Reasoning,puter as a primary communicative tool (e-mail, chat rooms, etc.) within society all make “now” the right time to merge gaming and education into effective educational multi-user virtual environments. These engaging, synchronous online environments have the potential to support constructivist, proble作者: 軌道 時(shí)間: 2025-3-22 15:17 作者: 中止 時(shí)間: 2025-3-22 17:06 作者: Irrepressible 時(shí)間: 2025-3-22 23:27 作者: mosque 時(shí)間: 2025-3-23 02:12 作者: entice 時(shí)間: 2025-3-23 08:54 作者: inquisitive 時(shí)間: 2025-3-23 09:59 作者: JUST 時(shí)間: 2025-3-23 15:25 作者: 征兵 時(shí)間: 2025-3-23 21:36
Situated Learning and Engagement in Distance Education, learning experiences. Additionally, these virtual environments allow for situational learning which model real-world experiences. This experiential learning experience is the basis of epistemic games.作者: 尖酸一點(diǎn) 時(shí)間: 2025-3-24 01:56 作者: Assignment 時(shí)間: 2025-3-24 02:27
Millennials and Why They Fail in Distance Learning Environments,they think compared to students of the past. Finally we begin to delve into how video games have changed the lives of today’s youth and how we have begun to embrace this medium as a form of distance education.作者: visual-cortex 時(shí)間: 2025-3-24 06:31
Presence, Identity, Self-Representation, and Perspective Taking Within Virtual Online Courses,is presence allows the user to take on an individual identity and gain a perspective of another through the development and use of avatars. This chapter will focus on the plethora of work we have been doing on these critical areas and how others can build upon our work.作者: 繁重 時(shí)間: 2025-3-24 14:28
Learning, Psycho-Cognition, and Flow, games on learning, attitudes, and efficacy. This chapter will delve into learning theory, assess how cognitive psychology impacts learning in virtual environments, and discuss the implications of . theory on learning indicators such as engagement and interactivity.作者: ascend 時(shí)間: 2025-3-24 16:24 作者: 流行 時(shí)間: 2025-3-24 22:05 作者: 直言不諱 時(shí)間: 2025-3-25 02:39
Leonard A. Annetta,Elizabeth Folta,Marta Klesatham. Another translation step may be required at the end, if the program does not output the data in a format she can use. Overall, this process is time-consuming for even an expert user, and may be prohibitively difficult for the casual or novice user.作者: Abrupt 時(shí)間: 2025-3-25 05:02 作者: 維持 時(shí)間: 2025-3-25 10:08
Leonard A. Annetta,Elizabeth Folta,Marta Klesaththermore, we consider the . problem for weighted maximal outerplanar graphs and prove it to be linear-time solvable if their dual tree is a path, and cubic-time solvable if their dual tree is a caterpillar. Finally, we prove that the . problem for weighted 2-trees is slice-wise polynomial in the len作者: prostatitis 時(shí)間: 2025-3-25 13:21
Leonard A. Annetta,Elizabeth Folta,Marta Klesaththe weakly bundled edges occurring globally over the graph (“global bundles”); we allow a user-set global-local tradeoff. We call the technique “peacock bundles”. Experiments show the coloring clearly enhances comprehensibility of graph layouts with edge bundling.作者: 頭腦冷靜 時(shí)間: 2025-3-25 18:31
Leonard A. Annetta,Elizabeth Folta,Marta Klesathia which have not yet been explicitly optimized in such fashion (e.g., vertex resolution, angular resolution, aspect ratio). We provide quantitative and qualitative evidence of the effectiveness of . with experimental data and a functional prototype: ..作者: uveitis 時(shí)間: 2025-3-25 22:39
Leonard A. Annetta,Elizabeth Folta,Marta Klesathut show that in the vast majority of the 2-vertex cases, the conjecture does hold..The reversal distance between two signed permutations is the minimum number of reversals that transform one permutation to the other one. If we represent the trajectory of each element of a signed permutation under su作者: 逗留 時(shí)間: 2025-3-26 01:52 作者: 不適當(dāng) 時(shí)間: 2025-3-26 05:43 作者: HEDGE 時(shí)間: 2025-3-26 08:55 作者: HAVOC 時(shí)間: 2025-3-26 14:02
Leonard A. Annetta,Elizabeth Folta,Marta Klesath so-called . . of . relative to . and describe a morph from . to . using .(.) linear morphs. We prove that . linear morphs are always sufficient to morph between two planar orthogonal drawings, even for disconnected graphs. The resulting morphs are quite natural and visually pleasing.作者: Juvenile 時(shí)間: 2025-3-26 19:38 作者: 施舍 時(shí)間: 2025-3-26 22:16
Serious Games, Simulations, and Case-Based Reasoning,lar goal based on performance. These ideas align with the instructional design goals within distance education courses. When utilized to support distance education courses, gaming formats can be designed to incorporate specific, or all, knowledge levels and offer opportunities to enhance higher leve作者: 把手 時(shí)間: 2025-3-27 03:24
The Role of Synchronous Interactions Within Higher Education Distance Education Courses,eractions by offering a variety of optional tools for communication such as shared whiteboards and screen sharing. Online 3D environments offer these same advantages but also include a spatial component which may allow individuals to become more deeply immersed within the technology and potentially 作者: BROTH 時(shí)間: 2025-3-27 08:40 作者: nugatory 時(shí)間: 2025-3-27 10:01 作者: 商品 時(shí)間: 2025-3-27 15:11 作者: Glossy 時(shí)間: 2025-3-27 18:48 作者: cluster 時(shí)間: 2025-3-28 01:35 作者: 動(dòng)物 時(shí)間: 2025-3-28 02:37
978-94-007-9102-2Springer Science+Business Media B.V. 2010作者: 把手 時(shí)間: 2025-3-28 07:42 作者: brassy 時(shí)間: 2025-3-28 13:37
https://doi.org/10.1007/978-90-481-3627-8Distance Education; Distance Learning; Game Theory; Internet; Second Life; Serious Games; Simulation; Synch作者: 記憶 時(shí)間: 2025-3-28 18:05 作者: CURT 時(shí)間: 2025-3-28 22:20 作者: 逃避責(zé)任 時(shí)間: 2025-3-28 23:55 作者: Exaggerate 時(shí)間: 2025-3-29 06:54 作者: nugatory 時(shí)間: 2025-3-29 10:13
Leonard A. Annetta,Elizabeth Folta,Marta Klesathort) asks whether there exists a . of ., i.e., a planar straight-line drawing of . where the Euclidean length of each edge . is .. Cabello, Demaine, and Rote showed that the . problem is .-hard, even when . assigns the same value to all the edges and the graph is triconnected. Since the existence of作者: 亞麻制品 時(shí)間: 2025-3-29 11:28
Leonard A. Annetta,Elizabeth Folta,Marta Klesathh layout, and a large variety of bundling algorithms have been proposed. However, with strong bundling, it becomes hard to identify origins and destinations of individual edges. We propose a solution: we optimize edge coloring to differentiate bundled edges. We quantify strength of bundling in a fle作者: BALK 時(shí)間: 2025-3-29 19:36 作者: FLOUR 時(shí)間: 2025-3-29 21:41
