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Behavior Trees + Finite State Machines: A Hybrid Game AI Framework

Description

One of the core components of many video games is their artificial intelligence. Through AI, a game can tell stories, generate challenges, and create encounters for the player to overcome. Even though AI has continued to advance through the implementation

One of the core components of many video games is their artificial intelligence. Through AI, a game can tell stories, generate challenges, and create encounters for the player to overcome. Even though AI has continued to advance through the implementation of neural networks and machine learning, game AI tends to implement a series of states or decisions instead to give the illusion of intelligence. Despite this limitation, games can still generate a wide range of experiences for the player. The Hybrid Game AI Framework is an AI system that combines the benefits of two commonly used approaches to developing game AI: Behavior Trees and Finite State Machines. Developed in the Unity Game Engine and the C# programming language, this AI Framework represents the research that went into studying modern approaches to game AI and my own attempt at implementing the techniques learned. Object-oriented programming concepts such as inheritance, abstraction, and low coupling are utilized with the intent to create game AI that's easy to implement and expand upon. The final goal was to create a flexible yet structured AI data structure while also minimizing drawbacks by combining Behavior Trees and Finite State Machines.

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Created

Date Created
2018-05

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Development of an Educational Video Game

Description

The objective of this creative project was to gain experience in digital modeling, animation, coding, shader development and implementation, model integration techniques, and application of gaming principles and design through developing a professional educational game. The team collaborated with Glendale

The objective of this creative project was to gain experience in digital modeling, animation, coding, shader development and implementation, model integration techniques, and application of gaming principles and design through developing a professional educational game. The team collaborated with Glendale Community College (GCC) to produce an interactive product intended to supplement educational instructions regarding nutrition. The educational game developed, "Nutribots" features the player acting as a nutrition based nanobot sent to the small intestine to help the body. Throughout the game the player will be asked nutrition based questions to test their knowledge of proteins, carbohydrates, and lipids. If the player is unable to answer the question, they must use game mechanics to progress and receive the information as a reward. The level is completed as soon as the question is answered correctly. If the player answers the questions incorrectly twenty times within the entirety of the game, the team loses faith in the player, and the player must reset from title screen. This is to limit guessing and to make sure the player retains the information through repetition once it is demonstrated that they do not know the answers. The team was split into two different groups for the development of this game. The first part of the team developed models, animations, and textures using Autodesk Maya 2016 and Marvelous Designer. The second part of the team developed code and shaders, and implemented products from the first team using Unity and Visual Studio. Once a prototype of the game was developed, it was show-cased amongst peers to gain feedback. Upon receiving feedback, the team implemented the desired changes accordingly. Development for this project began on November 2015 and ended on April 2017. Special thanks to Laura Avila Department Chair and Jennifer Nolz from Glendale Community College Technology and Consumer Sciences, Food and Nutrition Department.

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Created

Date Created
2017-05

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Virtual Reality Drum Training System

Description

Can a skill taught in a virtual environment be utilized in the physical world? This idea is explored by creating a Virtual Reality game for the HTC Vive to teach users how to play the drums. The game focuses on

Can a skill taught in a virtual environment be utilized in the physical world? This idea is explored by creating a Virtual Reality game for the HTC Vive to teach users how to play the drums. The game focuses on developing the user's muscle memory, improving the user's ability to play music as they hear it in their head, and refining the user's sense of rhythm. Several different features were included to achieve this such as a score, different levels, a demo feature, and a metronome. The game was tested for its ability to teach and for its overall enjoyability by using a small sample group. Most participants of the sample group noted that they felt as if their sense of rhythm and drumming skill level would improve by playing the game. Through the findings of this project, it can be concluded that while it should not be considered as a complete replacement for traditional instruction, a virtual environment can be successfully used as a learning aid and practicing tool.

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Date Created
2017-12

Enhancing Student Learning Through Adaptive Sentence Generation

Description

Education of any skill based subject, such as mathematics or language, involves a significant amount of repetition and pratice. According to the National Survey of Student Engagements, students spend on average 17 hours per week reviewing and practicing material previously

Education of any skill based subject, such as mathematics or language, involves a significant amount of repetition and pratice. According to the National Survey of Student Engagements, students spend on average 17 hours per week reviewing and practicing material previously learned in a classroom, with higher performing students showing a tendency to spend more time practicing. As such, learning software has emerged in the past several decades focusing on providing a wide range of examples, practice problems, and situations for users to exercise their skills. Notably, math students have benefited from software that procedurally generates a virtually infinite number of practice problems and their corresponding solutions. This allows for instantaneous feedback and automatic generation of tests and quizzes. Of course, this is only possible because software is capable of generating and verifying a virtually endless supply of sample problems across a wide range of topics within mathematics. While English learning software has progressed in a similar manner, it faces a series of hurdles distinctly different from those of mathematics. In particular, there is a wide range of exception cases present in English grammar. Some words have unique spellings for their plural forms, some words have identical spelling for plural forms, and some words are conjugated differently for only one particular tense or person-of-speech. These issues combined make the problem of generating grammatically correct sentences complicated. To compound to this problem, the grammar rules in English are vast, and often depend on the context in which they are used. Verb-tense agreement (e.g. "I eat" vs "he eats"), and conjugation of irregular verbs (e.g. swim -> swam) are common examples. This thesis presents an algorithm designed to randomly generate a virtually infinite number of practice problems for students of English as a second language. This approach differs from other generation approaches by generating based on a context set by educators, so that problems can be generated in the context of what students are currently learning. The algorithm is validated through a study in which over 35 000 sentences generated by the algorithm are verified by multiple grammar checking algorithms, and a subset of the sentences are validated against 3 education standards by a subject matter expert in the field. The study found that this approach has a significantly reduced grammar error ratio compared to other generation algorithms, and shows potential where context specification is concerned.

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Agent

Created

Date Created
2016-05

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Categorizing and Discovering Social Bots

Description

Bots tamper with social media networks by artificially inflating the popularity of certain topics. In this paper, we define what a bot is, we detail different motivations for bots, we describe previous work in bot detection and observation, and then

Bots tamper with social media networks by artificially inflating the popularity of certain topics. In this paper, we define what a bot is, we detail different motivations for bots, we describe previous work in bot detection and observation, and then we perform bot detection of our own. For our bot detection, we are interested in bots on Twitter that tweet Arabic extremist-like phrases. A testing dataset is collected using the honeypot method, and five different heuristics are measured for their effectiveness in detecting bots. The model underperformed, but we have laid the ground-work for a vastly untapped focus on bot detection: extremist ideal diffusion through bots.

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Created

Date Created
2015-05

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Harnessing Digital Footprints From Paper-based Assessments: An Investigation on Students' Reviewing Behavior

Description

This thesis investigates students' learning behaviors through their interaction with an educational technology, Web Programming Grading Assistant. The technology was developed to facilitate the grading of paper-based examinations in large lecture-based classrooms and to provide richer and more meaningful feedback

This thesis investigates students' learning behaviors through their interaction with an educational technology, Web Programming Grading Assistant. The technology was developed to facilitate the grading of paper-based examinations in large lecture-based classrooms and to provide richer and more meaningful feedback to students. A classroom study was designed and data was gathered from an undergraduate computer-programming course in the fall of 2016. Analysis of the data revealed that there was a negative correlation between time lag of first review attempt and performance. A survey was developed and disseminated that gave insight into how students felt about the technology and what they normally do to study for programming exams. In conclusion, the knowledge gained in this study aids in the quest to better educate students in computer programming in large in-person classrooms.

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Created

Date Created
2017-05

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Sharing is caring: a data exchange framework for colocated mobile apps

Description

Mobile apps have improved human lifestyle in various aspects ranging from instant messaging to tele-health. In the current app development paradigm, apps are being developed individually and agnostic of each other. The goal of this thesis is to allow a

Mobile apps have improved human lifestyle in various aspects ranging from instant messaging to tele-health. In the current app development paradigm, apps are being developed individually and agnostic of each other. The goal of this thesis is to allow a new world where multiple apps communicate with each other to achieve synergistic benefits. To enable integration between apps, manual communication between developers is needed, which can be problematic on many levels. In order to promote app integration, a systematic approach towards data sharing between multiple apps is essential. However, current approaches to app integration require large code modifications to reap the benefits of shared data such as requiring developers to provide APIs or use large, invasive middlewares. In this thesis, a data sharing framework was developed providing a non-invasive interface between mobile apps for data sharing and integration. A separate app acts as a registry to allow apps to register database tables to be shared and query this information. Two health monitoring apps were developed to evaluate the sharing framework and different methods of data integration between apps to promote synergistic feedback. The health monitoring apps have shown non-invasive solutions can provide data sharing functionality without large code modifications and manual communication between developers.

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Agent

Created

Date Created
2014

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Context-aware search principles in automated learning environments

Description

Many web search improvements have been developed since the advent of the modern search engine, but one underrepresented area is the application of specific customizations to search results for educational web sites. In order to address this issue and improve

Many web search improvements have been developed since the advent of the modern search engine, but one underrepresented area is the application of specific customizations to search results for educational web sites. In order to address this issue and improve the relevance of search results in automated learning environments, this work has integrated context-aware search principles with applications of preference based re-ranking and query modifications. This research investigates several aspects of context-aware search principles, specifically context-sensitive and preference based re-ranking of results which take user inputs as to their preferred content, and combines this with search query modifications which automatically search for a variety of modified terms based on the given search query, integrating these results into the overall re-ranking for the context. The result of this work is a novel web search algorithm which could be applied to any online learning environment attempting to collect relevant resources for learning about a given topic. The algorithm has been evaluated through user studies comparing traditional search results to the context-aware results returned through the algorithm for a given topic. These studies explore how this integration of methods could provide improved relevance in the search results returned when compared against other modern search engines.

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Agent

Created

Date Created
2014

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Bridging cyber and physical programming classes: an application of semantic visual analytics for programming exams

Description

With the advent of Massive Open Online Courses (MOOCs) educators have the opportunity to collect data from students and use it to derive insightful information about the students. Specifically, for programming based courses the ability to identify the specific areas

With the advent of Massive Open Online Courses (MOOCs) educators have the opportunity to collect data from students and use it to derive insightful information about the students. Specifically, for programming based courses the ability to identify the specific areas or topics that need more attention from the students can be of immense help. But the majority of traditional, non-virtual classes lack the ability to uncover such information that can serve as a feedback to the effectiveness of teaching. In majority of the schools paper exams and assignments provide the only form of assessment to measure the success of the students in achieving the course objectives. The overall grade obtained in paper exams and assignments need not present a complete picture of a student’s strengths and weaknesses. In part, this can be addressed by incorporating research-based technology into the classrooms to obtain real-time updates on students' progress. But introducing technology to provide real-time, class-wide engagement involves a considerable investment both academically and financially. This prevents the adoption of such technology thereby preventing the ideal, technology-enabled classrooms. With increasing class sizes, it is becoming impossible for teachers to keep a persistent track of their students progress and to provide personalized feedback. What if we can we provide technology support without adding more burden to the existing pedagogical approach? How can we enable semantic enrichment of exams that can translate to students' understanding of the topics taught in the class? Can we provide feedback to students that goes beyond only numbers and reveal areas that need their focus. In this research I focus on bringing the capability of conducting insightful analysis to paper exams with a less intrusive learning analytics approach that taps into the generic classrooms with minimum technology introduction. Specifically, the work focuses on automatic indexing of programming exam questions with ontological semantics. The thesis also focuses on designing and evaluating a novel semantic visual analytics suite for in-depth course monitoring. By visualizing the semantic information to illustrate the areas that need a student’s focus and enable teachers to visualize class level progress, the system provides a richer feedback to both sides for improvement.

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Agent

Created

Date Created
2016

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Development and use of an iPad-based resuscitation code-blue sheet for improving resuscitation outcomes during intensive patient care

Description

The American Heart Association recommended in 1997 the data elements that should be collected from resuscitations in hospitals. (15) Currently, data documentation from resuscitation events in hospitals, termed ‘code blue’ events, utilizes a paper form, which is institution-specific. Problems with

The American Heart Association recommended in 1997 the data elements that should be collected from resuscitations in hospitals. (15) Currently, data documentation from resuscitation events in hospitals, termed ‘code blue’ events, utilizes a paper form, which is institution-specific. Problems with data capture and transcription exists, due to the challenges of dynamic documentation of patient, event and outcome variables as the code blue event unfolds.

This thesis is based on the hypothesis that an electronic version of code blue real-time data capture would lead to improved resuscitation data transcription, and enable clinicians to address deficiencies in quality of care. The primary goal of this thesis is to create an iOS based application, primarily designed for iPads, for code blue events at the Mayo Clinic Hospital. The secondary goal is to build an open-source software development framework for converting paper-based hospital protocols into digital format.

The tool created in this study enabled data documentation to be completed electronically rather than on paper for resuscitation outcomes. The tool was evaluated for usability with twenty nurses, the end-users, at Mayo Clinic in Phoenix, Arizona. The results showed the preference of users for the iPad application. Furthermore, a qualitative survey showed the clinicians perceived the electronic version to be more accurate and efficient than paper-based documentation, both of which are essential for an emergency code blue resuscitation procedure.

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Agent

Created

Date Created
2015