Search results

The purpose of this paper is to provide an overview of a Learning Programme designed around the animation film-making process, contextualising abstract concepts to address the cognitive limitations of children with foetal alcohol spectrum disorders (FASD).

Animation production is tactile, multimodal and multisensory which allows for wide application alongside traditional learning tools, targeting multiple learning pathways with its visual, auditory and kinaesthetic approach. Individuals with FASD require information to be explained in a concrete way to enable them to process and understand. Most information can be drawn, providing a visual to assist the individual, but we must also consider abstract concepts which require further explanation or a series of drawings to display the concepts development. Animation, however, allows us the opportunity to make abstract concepts concrete, contextualising the concept in a visualisation of the child’s story, narrated with their voice and designed to represent their world, in a film produced entirely by them, therefore allowing opportunity for a therapeutic approach to learning through storytelling. This learning tool is designed to be implemented in a specifically designed therapeutic learning environment to enhance the benefits of participation from both educational and therapeutic perspectives.

A review of relevant literature highlights a significant connection between animation, the learning needs of those with FASD and the need for a therapeutic learning environment. This is a proof of concept study, demonstrating the value and potential of animation film making in this new area of practical application. The study closely considers the learning environment from a therapeutic perspective and aims not only to develop a learning tool but to also define the optimum therapeutic learning environment. The study is therefore untested at this stage.

Phase 2 of this ongoing research study seeks to explore additional benefits of participation and engagement with the process in an educational and therapeutic context. Considerations of the therapeutic learning environment will be further explored to determine the optimum setting to support the ongoing learning of this pedagogically bereft (Carpenter, 2011) population. Phase 2 also aims to clarify therapeutic benefits as additional outcomes of participation in this programme.

The proposed learning tool and therapeutic learning environment outlined in this paper is an original contribution to knowledge and if found to be successful, could offer significant opportunities for a therapeutic approach to education for this population and others.

The purpose of this paper is to develop the teaching strategies of alternating peer teaching and progressive project-oriented learning, and apply them to the curriculum design of digital animation game production, and conduct teaching experimental research.

This research method under the teaching strategies of alternating peer teaching and progressive project-oriented learning, to the design of digital animation game and use teaching experiment animation game production tool was Game Maker animation game production software to develop the study. The production of learning history data was used in-game projects, to verify the digital animation game design effectiveness was used SPSS statistics method, and was to compare the learning effectiveness of the different teaching modes.

Through experimental design, learners can acquire the knowledge and skills of digital animation game production under the guidance of progressive project-oriented teaching strategies. In terms of the cognition and skills of animation game production, learners have acquired the skills of taking them in animation game design to be able to independently produce and design digital animation games. The research results can be used as a reference for future research on digital animation game teaching and curriculum development.

This study proposed a new approach to develop the teaching strategies of alternating peer teaching and progressive project-oriented learning, to design digital animation games. The research results show that effective teaching strategies guide successful learning, it can be used as a reference for future research on digital animation game teaching and curriculum development.

The purpose of this paper is to present a novel coarticulation and speech synchronization framework compliant with MPEG-4 facial animation (FA).

The system the authors have developed uses MPEG-4 FA standard and other development to enable the creation, editing and playback of high-resolution 3D models; MPEG-4 animation streams; and is compatible with well-known related systems such as Greta and Xface. It supports text-to-speech for dynamic speech synchronization. The framework enables real-time model simplification using quadric-based surfaces.

The preliminary experiments show that the coarticulation technique the authors have developed gives overall good and promising results when compared to related techniques.

The coarticulation approach provides realistic and high performance lip-sync animation, based on Cohen-Massaro's model of coarticulation adapted to MPEG-4 FA specification.

Aims to show how the merger of computer technologies, total quality management and the tools of project management can increase the quality, efficiency and the customer orientation of computer animation projects. Provides a conceptual framework which is designed to facilitate this merger. Uses an actual computer animation project to illustrate the utility of the proposed approach.

Seeks to present here a system that enables the user to design artificial worlds and inhabitants within these worlds.

An alife (artificial life) approach is used in order to obtain complex behaviour as the emergence of a set of basic behaviours which interact within the environment and between them. Through the paper, the reader will find the necessary details to understand the architecture and the computational model of the system, as well as the way to use it in a specific application: modelling behaviour for synthetic cockroaches within his own environment.

A detailed example is given of how this application can be used in simulating ecological environments, where the user can design an inhabited ecosystem and observe (tuning it if necessary) the evolution of the artificial ecosystem. Also outlined is another example of how this research system can be coupled with a commercial 3D computer animation software; the goal in this case is to produce automatically a script for a computer animation, reflecting what is happening in the artificial world.

The paper describes a technical research system that allows the user to design reactive behaviour modelling for cockroaches. The next natural step is to make a cognitive behaviour modelling and to extend it to other animals.

Fusion between research systems and commercial packages (in this case, for example, behaviour modelling and 3D computer animation systems) can be an important issue.

The main interests of the presented system face compared with the existing ones are the coordinated use of several alife techniques, the integral approach (design of both the environment and the inhabitants), a computationally reasonable implementation of the system as an artificial ecosystem, and the possibility of using the results of such a research system as an input for a commercial 3D software in order to obtain 3D realistic computer animations.

Summarizes the responsibilities that primary schools have to include smoking education. Explains how any programme of smoking education must reflect the needs of the children in the particular school. Describes the development of teaching materials on smoking education for primary school children to enable them to make informed health decisions using cross‐curricular approaches. Outlines the use of innovative projects to promote smoking education in the primary school.

The purpose of this paper is to set out an approach to innovation in criminal justice settings that gives service users a “voice” through the co-production of digital content designed for services that promote desistance. The authors describe the benefits and challenges of involving service users in co-creating mediated digital content within a co-production framework.

This paper presents a new methodology for developing desistance-oriented programmes. The authors draw on a distinctive co-production exemplar within a prison setting that captures the perspectives of people who have shared their voices and the authors begin to explore the impact that co-production has had for them and for the service.

The testimonies of service users involved in this exemplar provide insights into the benefits and challenges of co-production in the criminal justice system more broadly.

Co-production is a credible service design strategy for developing digital services in prisons and probation; Complementary Digital Media (CDM) provides a promising pedagogical approach to promoting desistance; CDM enables service users to share their voice and stories to assist their peers. Digitally enabled courses to promote desistance can be well suited to peer support delivery models.

CDM is a novel approach that uses co-production to create highly tailored content to promote desistance in discrete target groups. CDM can be used to digitalise processes within traditional offending behaviour programmes (OBPs). It can also enable the development of innovative toolkit approaches for flexible use within day-to-day therapeutic conversations between service users and criminal justice staff or peer supporters. CDM thereby offers practitioners in criminal justice settings an entirely new set of evidence-informed resources to engage service users.

Purpose – This paper aims to study the development of animated films in the last decade, which has made Indonesia a target market for products from creative industries abroad. These creative products consist of comics, animated films, and games. Several animated films abroad have been successful and favored by Indonesian children.

Design/Methodology/Approach – This paper is the result of a literature study and using SWOT analysis method.

Findings – This animation study will be able to open opportunities for creative industry growth if it can build the creativity of young people, especially in the field of animation. Considering that the competition of livelihoods in the economic sphere is increasingly tight and the manufacturing industry sector can no longer be relied upon, building creative human resources is one of the solutions of the economic crash of society.

Research limitation/Implication – There are five opportunities to build a creative economy in Indonesia that is demographic of youth potentially become a creative class, digital lifestyle development, increasing middle class, increasing demand of creative population, and potency of natural wealth and culture of Indonesia; hence this research need to be done. This study aims to formulate strategies to build creativity and independence of youth, especially in Padang West Sumatra.

Originality/Value – Building youth creativity can be done by providing free training, motivating youth by providing incentives for success in animation products; motivating to participate in race events, workshops, and seminars; and cooperating with private or government agencies. It will encourage independence and creativity to produce movies, commercials, and games.

The aim of this paper is to discover whether and to what extent children with autism can find the production of animations useful for their learning and self‐experience. The study seeks to understand how the participants produce animations and what implications this has had for their learning abilities and social interaction skills.

Through a mixed methods approach, but with participant observation as paramount, the authors worked with two children identified as being on the autistic spectrum to document their understanding and use of animation as a tool for concept development and for narrative and meaning‐making.

The project showed that the two participants in question gained greater learner autonomy through their involvement in animation. Teachers also reported that they understood more about the two students than had previously been the case. One participant has become much more actively involved in learning processes than before and sees herself in a new way, mainly because her anxiety has been reduced; the other participant has learned much about the component parts of a narrative sequence and is now able to assemble these more effectively.

The greatest benefit of animation in the classroom comes from young people becoming producers of it rather than merely consumers. Being able to express themselves through movement opens the possibility of understanding and interpreting emotions, moods and situations in a way that is of great benefit. This case study suggests that being actively involved in the production of an animated story is particularly beneficial for children's emotional, social and verbal development. Combining experienced reality with bodily expressions and subsequently with verbal language is difficult for most children with autism. Creating animated stories can be a useful stepping stone to enable children to transform experienced reality into words. The outcomes described in this paper are essentially linked to the nature of the production task and could not have been achieved through passive absorption of animation.