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平成 2015 年 03 月 24 日 (Japanese Year/Month/Day)

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研究報告書 RESEARCH REPORT

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採用期間における研究報告書を，添付のとおり提出いたします。 This is the cover page of my attached JSPS research report.

1. 外国人招へい研究者所属・氏名 Name of Fellow, Affiliation

Prof. Bill Kapralos, University of Ontario Institute of Technology

2. 受入研究者所属・職・氏名 Name of Host, Position, Affiliation

Prof. Kamen Kanev, Professor, Graduate School of Informatics, Shizuoka University

3. 研究テーマ Research Theme under the Fellowship

Multimodal interactions, sound localization, spatial sound generation, and tabletop

computers.

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平成 2015 年月 01 日 21 ～平成 2015 年 03 月 21 日 From (Japanese Year/Month/Day) To (Japanese Year/Month/Day)

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い。Please send your report by e-mail to [email protected], except for Bridge fellows, who should submit it to [email protected].

Japan Society for the Promotion of Science (JSPS)

Final Report for JSPS Fellowship

Recipient Prof. Bill Kapralos

January 21, 2015 – March 21, 2015

Shizuoka University, Hamamatsu, Japan.

March 24, 2015

Final Report for JSPS Fellowship

Recipient Prof. Bill Kapralos

Table of Contents

Topic Page

Acknowledgements 1

Summary/Overview 2

Research Conducted 3

Workshop (2015 Serious Gaming = Serious Business) 10

Visit by Dr. Michael Owen 12

Conference and Workshop Attendance 13

Future Work/Next Steps 18

References 20

Appendix

Appendix A: Call for Papers - 2015 Serious Gaming = Serious Business Workshop

21

Appendix B: Workshop Program - 2015 Serious Gaming = Serious Business Workshop

24

Appendix C: Call for Papers: Second International Symposium on Innovative Teaching and Research in English for Specific Purposes (ESP) 2015

26

Appendix D: Call for Papers: Sixth Annual Processing Technology Expo 27

Appendix E: Boarding Pass and Visa 28

JSPS Final Report Prof. Bill Kapralos

Acknowledgements

AcknowledgementsBefore describing the research and related work that took place during my stay at Shizuoka University in Hamamatsu, Japan, I would like to begin by thanking the Japan Society for the Promotion of Science (JSPS) for awarding me the JSPS Research Fellowship and thus providing me the opportunity to visit Japan as a Research Fellow at Shizuoka University. I very much appreciate this opportunity and as will be outlined in the remainder of this report, the visit was very productive and overall, very enjoyable. I would also like to thank Shizuoka University for allowing me stay as a Visiting Research Fellow and Guest Professor during this time and Prof. Kamen Kanev (JSPS host) for all of his help and hospitality and for providing me access to his research laboratory. This too is very much appreciated. Finally, I also acknowledge the Natural Sciences and Engineering Research Council of Canada (NSERC) for their help and support in facilitating the award.

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Summary

SummaryAs part of my JSPS Fellowship, I spent 60 days at Shizuoka University in Hamamatsu, Japan as a Visiting Research Fellow and Guest Professor (Prof. Kamen Kanev was the host), from January 21, 2015 – March 21, 2015. The purpose of my stay was to continue and expand upon an existing research collaboration between a group of Canadian researchers (including myself) and Japanese researchers (including Dr. Kamen Kanev). My visit coincided with a 60 day visit to Shizuoka University by Prof. Michael Jenkin, Department of Engineering and Computer Science, York University, who is also part of this ongoing Japan-Canada collaboration. Furthermore, several other international researchers (guests of Prof. Kamen Kanev) were also present which resulted in various exchanges of research ideas and plans for future collaborations. In addition to the core research that was conducted which resulted in a number of novel developments and several publications (as outlined within the report), a number of other academic activities took place during my visit that have provided me the opportunity to learn about other research initiatives taking place in Japan, meet others, and have led to the expansion of the existing Japan-Canada collaboration with other international researchers. The activities during my 60 day visit at Shizuoka University included i) core research, ii) organization and hosting of an international workshop, iii) attended various workshops at Shizuoka University and two international conferences in Tokyo, iv) arranged for one of my graduate (Master’s) students to visit Shizuoka University for one week to work on a Japan-Canada research project, and v) assisted with the organization and hosting of a five-day visit to Japan and Shizuoka University by Dr, Michael Owen, Vice-President Research, Innovation and International, University of Ontario Institute of Technology (UOIT), to discuss a formal partnership between Shizuoka University, and UOIT. Greater details regarding each of these activities in addition to plans for future work that will build-upon achievements made during my stay at Shizuoka University as part of my JSPS Research Fellowship are provided in the remainder of this report.

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Core Research

CoreResearch

OverviewMy research activities during my 60 day Visiting Fellowship at Shizuoka University focused on continuing and expanding the existing Japan-Canada research collaboration that has focused on tabletop computing and more specifically, on the development of novel multi-modal interaction and display techniques. As previously mentioned, Prof. Michael Jenkin (York University, Canada) who is a member of the existing Japan-Canada research collaboration (and a former JSPS recipient who also spent 60 days at Shizuoka University as a Research Fellow) was also visiting Shizuoka University during my visit allowing for both of us, in addition to the Japanese host Prof. Kamen Kanev, to work together during this 60 day time frame. To further support our research initiative, both Prof. Jenkin and myself, funded one of our Master’s students each to visit Shizuoka University and work on the research being conducted. Robert Codd-Downey (Master’s student, Department of Engineering and Computer Science, York University; supervised by Prof. Jenkin), and Robert Shewaga (Master’s student, Faculty of Science, University of Ontario Institute of Technology; supervised by Prof. Kapralos), visited Shizuoka University (February 28, 2015 – March 7, 2015) to participate in the ongoing research work that was being conducted. Both students also presented their work at the 2015 International Serious Gaming = Serious Business Workshop held March 5, 2015. The research activities that took place during my 60 day stay primarily consisted of i) completion of a manuscript outlining our recent Japan-Canada work involving spatial sound generation for tabletop computing displays, and ii) continuing and expanding our recent Japan-Canada research initiative that is seeing the development of a novel tabletop-tablet computing platform to support learner-centric simulation for medical-based education. Greater details are provided below.

SpatialSoundandTabletopComputerDisplaysTabletop computers (also known as surface computers, or smart tables), have become a popular interaction technology for group-based work and games. The tabletop interaction surface provides a familiar metaphor for group-based work and entertainment allowing multiple users to position themselves around a horizontal computer display in a manner similar to sitting around a traditional table while interacting with the display itself. Current tabletop devices are typically restricted to research and high value application but with the growing popularity of multi-touch mobile devices (e.g., Apple iPhone/iPads, smartphones, amongst others), the move to multi-user touch screens and a horizontal interactive surface is a likely trajectory of the technology for the consumer market. Tabletop computing platforms are poised to become a part of social entertainment, where families and friends can interact with each other around a table-like surface. Tabletop computers naturally promote interaction amongst users, providing an engaging environment, making them an appealing option for applications beyond entertainment. For example, they may provide an effective physical infrastructure for promoting collaborative interprofessional education of health professional or first responder teams (Dubrowski et al., 2013), and may have a multitude of other educational uses as well (e.g., see (Wallace et al., 3009)). Although at first blush it may appear that a tabletop display is simply a display lying on a horizontal surface, there exist fundamental issues that must be addressed in order to fully operationalize such displays. One such issue involves quantifying a user's ability to integrate multimodal display cues from this novel display orientation. Of particular interest here is the ability of the user to integrate spatialized visual and audio cues into a coherent perception of a spatialized event. The problem of conveying spatial sound for such computing platforms is complicated by the fact that headphones (as commonly used in “traditional” computing platforms to deliver spatial sound), are not an attractive option given that they restrict the users and interfere with the ability of users to easily communicate (interact) with

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Core Research

each other and move around the table. Therefore, to maximize interaction amongst multiple users positioned around the tabletop computer, spatial sound should be delivered via a collection of loudspeakers positioned above, below, or around the tabletop computer. To this end, our prior Japan-Canada research collaboration has investigated the generation of spatial sound using a loudspeaker array surrounding the tabletop computer, with the perceived location of the sound created through an amplitude panning technique and loudspeaker configuration (see (Lam et al., 2014) for example). The traditional mechanism for generating spatialized sound using a loudspeaker array involves amplitude panning (Pulkki, 2001). With the amplitude panning technique, two or more loudspeakers surround the listener and when the same sound signal is played through each of the loudspeakers with different amplitudes (via a gain factor applied to the signal of each loudspeaker), a new signal is formed that is perceived by the user to be emanating from a virtual sound source whose virtual position is dependent on the individual gain values (see (Pulkki, 2001) for greater details regarding amplitude panning). Amplitude panning is traditionally employed for spatial sound generation for vertical display surfaces. In such an approach, loudspeakers are mounted left, right, top, and bottom of the display. Although there are known issues with the approach for vertical displays, how well does amplitude panning work for tabletop devices? In order to address this issue, user-based experiments examined the localization of a virtual sound source spatialized to one of a set of 36 pre-defined locations on a horizontal surface (corresponding to the surface of a tabletop computer) (Lam et al., 2014). The sounds were spatialized using the bi-linear amplitude panning technique (i.e., the sounds were panned between loudspeaker pairs), under a diamond-shaped loudspeaker configuration, by means of loudspeakers that were placed at each of the four sides of the tabletop computer facing inwards. In this experiment, participants were seated on a chair on the side of the horizontal surface and for each trial, they were presented with an auditory stimulus (white noise) that was spatialized to a position on the surface using the bi-linear amplitude panning technique. The virtual sound source was synthesized on a grid where the horizontal and vertical separation was 0.15 m × 0.15 m, resulting in a total of 36 virtual sound source positions. Upon presentation of the auditory stimulus, participants indicated the location of the sound by choosing from the set of possible grid locations The Euclidean distance between the actual virtual sound source position (i.e., the location that the sound was spatialized to), and the perceived virtual sound source position (i.e., the position that the participants perceived the sound source to be emanating from), was used to estimate the accuracy of a participant's ability to localize the virtual sound source. Results indicated that the localization of a sound source spatialized to some position on a horizontal surface is quite error prone. More specifically, the average error across each of the 36 positions ranged from 0.11 m to 0.47 m with an average of 0.23 m ±0.07 m. Given the grid spacing of 0.15 m × 0.15 m, participants were able to localize the sound source to within two positions of the actual virtual sound source position (Lam et al., 2014). This experiment was repeated using an inverse-distance based amplitude panning technique (i.e., the sound output at each loudspeaker was scaled by the distance between the corresponding loudspeaker and its distance to the virtual sound source), instead of the bi-linear interpolation method. Results in this scenario were similar to the previously described experiment that employed the bi-linear amplitude panning technique; the average error across each of the 36 positions considered ranged from 0.13 m to 0.44 m with an average of 0.24 m ±0.07 m or within two positions of the actual virtual sound source position (Lam et al., 2014). Despite the fact that these past experimental results indicate that localizing a virtual sound source on a horizontal surface is error-prone, there is a paucity of ground truth data with which to compare these results. In other words, just how accurately are we able to localize a sound source on a horizontal surface when there is a physical sound source at the corresponding sound source location? Are there

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Core Research

differences in sound localization accuracy for horizontal versus vertical interactive surfaces? Answering these questions is key to the development of effective spatialized audio for interactive tabletop displays and the primary goal of an experiment that was recently conducted. In other words, despite the fact that we have shown that the localization of a sound source on a horizontal surface is error-prone, there was a lack of “ground truth” data with which to compare our earlier results. As part of our Japan-Canada research initiative, we recently constructed a novel hardware device to allow us to measure and quantify sound localization of actual sound sources on a horizontal surface. Using this novel hardware setup, we recently completed an experiment in Canada that measured sound localization of an actual sound source on both a horizontal and vertical interactive surface, thus providing such ground truth data. During my visit at Shizuoka University, Prof. Michael Jenkin, Prof. Kamen Kanev, and myself analyzed the “ground truth” results and then compared them with the results of previous amplitude panning-based spatial sound techniques for tabletop computers. No substantial differences were found between the amplitude panning results and the ground truth data reported here. Amplitude panning is therefore a viable spatial sound technique for tabletop computers and horizontal displays in general. This is actually a very important finding as we have, for the first time, shown experimentally that sound localization on a horizontal surface is prone to error irrespective of the method being employed to spatialize the sound. Furthermore, amplitude panning, a simple technique that requires limited computational resources, is a viable spatial sound technique for tabletop computers and horizontal displays in general. Developers and designers of applications for tabletop computers must recognize that spatialized sound accuracy is relatively poor on tabletop displays. Dealing with these issues in tabletop display applications requires understanding the ability of users to localize sounds on a horizontal display (e.g., a table surface) and the limits of the synthesis approaches. To overcome some of these limitations, one option might be to exaggerate the simulated sound source placement when sound source positions correspond to positions associated with larger errors, or to use sounds that are more easily localized. Our finding that users are better at localizing a real or a virtual sound source that is farther away from them, has a design implication in that it may be better to use loudspeakers placed at the opposite side of the table from where the user is positioned. Sound source localization varies with frequency (Perrott and Saberi, 1990) and changes in frequency [ohtaObata2007]. Sounds that have more formants/overtones are easier to localize than sine waves, and reverberation will also aid sound source localization (see (Roffler and Butler, 1968)). These are all potential areas that warrant further investigation. These areas will be explored in future work. An article describing the experiment and the results was prepared and submitted for review to the Special Issue of Springer Virtual Reality journal on Spatial Sound in Virtual and Augmented Reality. Details are provided below (a decision is expected on April 4, 2015):

J. Lam, B. Kapralos, K. Kanev, A. Hogue, and M. Jenkin. Sound localization on a horizontal surface: Virtual and real sound localization. Virtual Reality, Special Issue on Spatial Sound in Virtual and Augmented Reality. Submitted February, 2015. (2013 Impact Factor: 0.729).

DevelopmentofaNovelTabletop‐TabletDisplayforLearner‐CentricEducationCritical care responders are health professionals (HPs) who are called to attend to critically ill, and rapidly deteriorating patients in acute care settings. These individuals bring a variety of skills (e.g., medical, nursing, and anesthesia) that must be integrated flawlessly for an optimal patient outcome. Although each health professional is required to be proficient and skilled within their own domain, the opportunity to practice these skills in collaboration with members of other disciplines is scarce. Interprofessional education (IPE) is a pedagogical approach that allows health care practitioners to

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Core Research

develop a clear understanding and appreciation of the roles, expertise, and unique contributions of other disciplines. IPE can assist in the development of the skills necessary to interact and interpret the language of other disciplines involved in patient care ultimately leading to positive patient outcomes. Trainees are able to develop an understanding of the other professions in the team with respect to their role, expertise, and contributions, thus reducing any preconceived biases that result from a knowledge deficit regarding other disciplines. Despite the importance of IPE, it is currently a relatively minor component of health care education and training. What little interprofessional learning that does exist is typically not a part of “mainstream” clinical learning and is thus rarely included in the assessment process (McPherson et al., 2001). According to Halamek et al. (2000), simulation involves immersion of the trainee in a realistic situation (scenario) created within a physical or virtual space (simulator) that replicates the real environment. In the context of health professions education (HPE), simulation can be defined as an education technique that allows interactive and immersive activity by recreating all or part of a clinical experience without exposing patients to associated risks (Perkins et al., 2007). It can include devices, technologies, computer programs and virtual spaces, scenarios, standardized patients, and a host of other methods of imitating real-world systems (Curtis et al., 2012). Although simulation strives for a learner-centric approach, where information is provided to the learner on a per-need basis, current simulation technologies do not meet this goal. There are at least two main reasons for this failure. The first relates to the simulator itself. Typically, current simulators (often referred to as models) have a limited number of learning objectives that they can deliver. For example, a synthetic bench-top simulator, such as a representation of an arm, may be well suited for teaching clinical technical skills of intra-venous (IV) catheter placement, but the same simulator is not well suited for teaching the underpinning anatomy. The second is related to the learner. Simulation is often used to train teams of health professionals not only to develop clinical skills within their own domain, but also to understand what skills need to be performed by other members of the team, and develop team-based skills. Since multi-professional teams consist of members with various backgrounds, as well as skills, knowledge and attitude (SKA) levels, learning styles and needs, the same-for-all mode of information delivery may not be appropriate for optimal learning. As previously described, recently smart tabletop touch-screen computers (also known as surface computers, smart tabletop computers, or smart tables), where users position themselves around a horizontal computer screen in a manner similar to sitting around a “traditional” table, have been introduced. These devices promote collaboration amongst the users providing the opportunity for the development of innovative, engaging, interactive, and highly collaborative pedagogic applications. This can, for example, provide the opportunity for novice learners to access additional information that is specifically tailored to them when they need it. To this end, our Japan-Canada research collaboration has begun development of a strategy-based, learner-centric virtual learning environment (VLE) to facilitate interprofessional education in critical care. Our approach is unique as it employs a multiuser interactive smart tabletop touch-screen computers in conjunction with novel image-based sensing and positioning technologies to allow for virtual simulators that promote embedding many learning objectives in a single simulation modality and tailor the learning experience to the needs of each of the learners involved (i.e., a learner-centric approach). Furthermore, to allow for robust and accurate touch-sensing positioning on the surface with multiple users/participants as may be required within the scope of a virtual medical simulation our approach incorporates a multi-user/multi-interaction interface. One of our initial designs examined looking at the application of the Cluster Pattern Interface (CLUSPI) technology (Kanev and Kimur, 2005, 2006, 2009) (developed at Shizuoka University by Prof. Kanev and X), to provide this information. CLUSPI technology enables the customization of the information presented to each of the users depending on their levels and their actions within the simulation. An extended abstract outlining this approach was presented at the 2013 Humans and Computers

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Core Research

Conference held at Shizuoka University February 2013 (see (Dubrowski et al., 2013)). During my as part of my JSPS Research Fellowship, Prof. Jenkin, Prof. Kanev, and myself expanded upon this idea and prepared an article outlining this approach in greater detail than what was previously presented. The new article was submitted for review at the 7th International Conference on Intelligent Technologies for Interactive Entertainment in Torino, Italy. Full details are provided below:

A. Dubrowski, B. Kapralos, K. Kanev, and M. Jenkin. Interprofessional critical care training: Interactive virtual learning environments and simulations. 7th International Conference on Intelligent Technologies for Interactive Entertainment, June 10-12, 2015, Torino, Italy. Short paper – Works-in-progress. Submitted March, 2015.

As previously described, tabletop computers (also known as surface computers, or smart tables), allow users position themselves around a horizontal computer screen in a manner similar to sitting around a “traditional” table allowing multiple users seated (or standing) around the computer display interacting with the display itself. Tabletop computers naturally promote interaction amongst users, providing an engaging environment and making them an appealing option for applications beyond entertainment. They allow for the opportunity to develop novel and unique interaction-based applications across a wide variety of areas. Tabletop computers/displays when coupled with a mobile device (e.g., tablet or mobile/smart phone) provided to each of the users may provide an effective physical infrastructure for promoting learner-centered medical education whereby the information presented to each user is customized to each user to account for their level of learning (e.g., beginner, intermediate, advanced) and presented to them on a per-need basis. This can present novel learning opportunities in areas such as teaching human anatomy to medical students. Our system includes a tabletop computer where a “global” view of an anatomical model is provided (the model can be the entire human body or one or more body parts). This global view is available to all of the users (instructor and students/trainees) and each of the users can interact with it via the touch-sensitive tabletop display surface. Although useful, the tabletop display and the supported interactions does not facilitate learner-centric education where the instruction is tailored to each individual learner and accounts for their prior knowledge level, background and learning styles. To overcome this, during my research visit, Prof. Jenkin, Prof. Kanev, myself, the two graduate students from Canada (Robert Codd-Downey, and Robert Shewaga), in addition to a new member of the research team, Dr. Alvaro Uribe, Mil. University Nueva Granada in Bogota, Colombia (who visited Shizuoka University for one week (February 28, 2015 – March 7, 2015) to join this research effort and to present at the 2015 SG = SB workshop), designed and developed a novel display that couples a tabletop computer and mobile devices (tablets, mobile phones). As outlined in Figure 1, with this new system, in addition to this “global” view, each of the users (instructor and students) makes use of a mobile device (e.g., tablet or mobile/smart phone) that is synchronized with the global view but is able of providing each user with an individualized (“local”) view of the scene displayed on the tabletop. Now, in addition to the global view, users can manipulate the local view to obtain further information. For example, a novice user may choose to view a labeling layer of the global view to label the key components of the anatomical model being displayed while a more advanced user can choose to view further anatomical information that includes more specific features than what is presented in the global view.

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Core Research

Figure 1. Conceptual overview. Rendered image of a human body on the tabletop display. The trainee is able to obtain a personalized view of the patient’s heart on their personal tablet even though the heart

is not visible on the tabletop display (global view). Figure 2 provides an actual view of our system. The tabletop was constructed completely “in-house” at Shizuoka University as part of our prior work that investigated a number of issues with tabletop displays including the presentation of spatial sound (Dubrowski et al., 2013).

(a) (b)

Figure 2. Overview of the actual system. (a) The tabletop display. (b) Tabletop display and one individualized tablet.

Although our system will be applied to facilitate a simulation for interprofessional education of medical teams, currently we are focusing on the eye and its anatomy only to simplify the application while we develop the hardware and sort out any issues. Our system can be used to represent any body part (or any 3D model whether it be related to the human body or not), but there are good reasons to focus on the eye and apply our system to ophthalmology education and training. More specifically, the discrete anatomy of the eye’s intricate oculomotor system is conceptually difficult for novice trainees to grasp and this can be very problematic given that this group of muscles is one of the most common sites of clinical intervention in the treatment of a variety of eye disorders (Allen et al., 2014). Furthermore, despite the presence of the several existing simulators that do allow for 3D viewing (described below in

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Core Research

greater detail), the majority of ophthalmic simulators demonstrate the equipment setup and three-dimensional image perception within a two-dimensional viewing environment and thus do not simulate the three-dimensional nature of the eye and its structure. This leads to problems for the trainee with respect to depth perception and spatial awareness, both of which are very important given that that the manipulation of instruments within the eye involves distances that are microscopic (Mustafa et al., 2011). It is critical that ophthalmologists learn in three dimensions. Currently, we have developed a functioning prototype at Shizuoka University. Development of the system was led by Dr. Michael Jenkin (York University, Canada) and included team members Dr. Kamen Kanev (Shizuoka University, Japan), Dr. Bill Kapralos (UOIT, Canada and JSPS Visiting Research Fellow), and Dr. Alvaro Uribe (Mil. University Nueva Granada, Bogota, Colombia), and graduate students Robert Codd-Downey (York University, Canada; supervised by Dr. Jenkin), Robert Shewaga (UOIT, Canada; supervised by Dr. Kapralos). Both of the graduate students were funded by Dr. Jenkin and Dr. Kapralos to visit Shizuoka University for one week to explicitly work on this project. Development on the system is ongoing and will be continued by all the researchers. We are currently preparing a manuscript outlining the construction of the novel tabletop-tablet display. The manuscript will be submitted for consideration to the International Conference on Artificial Reality and Telexistence (ICAT), which is being held in Kyoto, Japan, October 28-30, 2015. The submission deadline is April 13, 2015. We are also exploring the potential of holding a graduate course on advanced display (and tabletop) displays amongst the partner universities in Japan (Shizuoka University) Canada (York university, and University of Ontario Institute of Technology), and Colombia (Mil. University Nueva Granada).

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Organization and Hosting of Workshop

OrganizationandHostingofanInternationalWorkshop

WorkshopOverviewThe rising popularity of video games has seen a recent push towards the application of video game-based technologies to teaching and learning. Serious games, that is, games with a primary purpose of education and training as opposed to entertainment, take advantage of the power of computer games to captivate and engage players/learners for a specific purpose. The widespread use of serious games can be observed within an array of educational and training settings (e.g. military training, health professions education, patient education, business training, amongst others), particularly given the current generation of learners who are growing up spending a large amount of time playing video games. In fact, according the French consulting company iDate, as of 2010, serious games represented a $1.5 billion (US) market globally and it has been suggested that the market will increase ten-fold, becoming a $15 billion (US) global industry in 2015. Not only do serious games provide a cost-effective training alternative to many existing training approaches, they also present a large business potential. Given the rising popularity of serious games and other game-based technologies applied to education and training in addition to my own research interests and the relevance of the existing Japan-Canada research collaboration, we decided to host a workshop that covered serious gaming and the business implications. The First International Workshop on Serious Gaming = Serious Business (SG=SB 2015), was a workshop dedicated to serious gaming, virtual simulation, and the corresponding business/economic implications and was held Thursday March 5, 2015 at Shizuoka University in Hamamatsu, Japan as part of the 17th International Conference on Humans and Computers (HC-2014) led by Prof. Kenjiro T. Miura, and prof. Kamen Kanev, both from Shizuoka University in Hamamatsu, Japan. The workshop provided an opportunity for the demonstration and study of the ways in which virtual simulation, serious games, and gaming technologies are transforming the educational and business landscape. It served as a platform for disseminating innovative research and development work on game, entertainment, media technologies, and related cost-effective business solution, applying lessons learned, and developing new ideas through audience interaction. The SG=SB 2015 workshop brought together researchers from various countries including Canada, Japan, Brazil, Colombia, and Italy at Shizuoka University for formal and informal engagement and examination of emergent features of serious games, virtual simulations, and the potential impact to society they present. The workshop was organized by an international group of researchers:

Workshop Chair: Bill Kapralos, UOIT, Oshawa, Canada. Workshop Co-Chair: Kamen Kanev, Shizuoka University, Hamamatsu, Japan. Workshop Organizing Committee Member: Michael Jenkin, York University, Toronto, Canada. Workshop Organizing Committee Member: Patrick Hung, UOIT, Oshawa, Canada. Workshop Organizing Committee Member: Alvaro J. U. Quevedo, UMNG, Bogota, Colombia.

ScopeoftheWorkshopThe SG=SB 2015 workshop addressed a variety of topics including novel developments and applications in all areas related to virtual simulation, serious gaming, and related business/economic implications. Topics of interest included: medical (health professions) education and training, power plant operation and safety procedures, health and healthy lifestyle promotion, exergaming (games to promote physical fitness and exercise), education (primary, high school, and beyond), the use of toys in games and education, networking, security, privacy, and legal issues associated with serious gaming, business and economics of serious gaming, economic feasibility and implications of using

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Organization and Hosting of Workshop

serious games and virtual simulations, serious gaming and virtual simulation platforms, amongst others. The official workshop Call for Papers (CFP) and Program are provided in the following pages. The workshop consisted of two paper sessions (total of 11 presentations) and one demo session followed by a workshop social that involved visiting the Hamamatsu Castle and an informal dinner where the workshop attendees met and discussed future work. Given the success of the workshop (e.g., 11 paper presentations despite the very short time frame from the time it was announced to the time it was held), in addition to the positive feedback we have received regarding the workshop focus of interest, we are planning to hold the workshop again next year.

PublishingofPresentedWorkGiven the short time-frame between the announcement of the workshop and the time it was held, only abstract submissions were sought. However, several authors/presenters were also invited to expand to full length articles for submission to one of the following journals or edited book venues which we were able to make arrangements with the editors prior to releasing the Call for Papers:

Book chapter in the Springer edited book Recent Advances in Technologies of Inclusive Well-Being: Wearables, Virtual Interactive Spaces (VIS)/Virtual Reality, Emotional Robots, Authoring tools, and Games (Serious/Gamification) with editors A. Brooks, S. Brahnam, B. Kapralos, and L. Jain.

Book chapter in the Springer edited book Mobile Services for Toy Computing with editors N. Lee, and P. Hung.

Special issue of the PsychNology Journal http://www.psychnology.org/ Special issue of the International Journal of Business Process Integration and Management

http://www.inderscience.com/jhome.php?jcode=ijbpim

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Visit by Dr. Michael Owen

EstablishingFormalCollaborationsBetweenShizuokaUniversityandtheUniversityofOntarioInstituteofTechnologyThe current Japan-Canada research collaboration began in 2009 with a visit by Prof. Bill Kapralos (University of Ontario Institute of Technology, Canada) and Prof. Karen Collins (University of Waterloo, Canada), to Shizuoka University to meet with Prof. Kamen Kanev and discuss potential research collaborations. The visit also took place during the Humans and Computers 2009 (HC-2009) conference held at Shizuoka University (Prof. Kanev was one of the organizers) which both Canadian researchers attended and presented their research at. This visit started a research relationship that is now in its sixth year and has grown since then to include various other researchers including Prof. Michael Jenkin (York University, Canada), Prof. Adam Dubrowski (Memorial University, Canada), and Prof. Patrick Hung (University of Ontario Institute of Technology, Canada), all of whom have visited Shizuoka University on numerous occasions as part of this ongoing collaboration. The collaborative Japan-Canada research initiative has focused on tabletop display technologies beginning with the generation of spatial sound for tabletop (horizontal) displays. We have conducted (and continue to conduct) novel research in this domain and have published a number of articles outlining our work (for example, see (Collins et al., 2010; Lam et al., 2014; Lam et al., 2010; Nakano et al., 2012)). Currently, the focus of the research initiative has been on developing virtual simulations that incorporate tabletop computing displays and tablets/mobile devices to allow for learner-centric medical-based education. The Japan-Canada research collaboration has been well established and growing with a considerable amount of work being conducted as evidenced in the number of refereed publications. Although our research continues to prosper, our recent efforts have focused on establishing formal collaborations at the university level and thus allow for formal student and faculty exchanges, and academic program sharing. As part of this latest effort, during my stay at Shizuoka University, In addition, also during my visit, Dr, Michael Owen, Vice-President Research, Innovation and International, University of Ontario Institute of Technology (UOIT), visited Shizuoka University from February 21, 2015 – February 26, 2015 to discuss a formal partnership between Shizuoka University, and UOIT. Prof. Patrick Hung (researcher in the Japan-Canada collaboration) joined Dr. Owen during his visit. During Dr. Owen’s visit, a number of formal meetings took places where Dr. Owen, Prof. Hung and myself, met with others from Shizuoka University to discuss institution-wide collaborative opportunities. A summary of the meetings (formal and informal) is provided below (I attended all of the meetings along with Dr. Owen and Prof. Hung as part of the UOIT Canadian team).

1. Monday, February 23, 2015: a. Welcome Lunch and Initial Discussion: Dr. Michael Owen, Prof. Kamen Kanev,

Prof. Patrick Hung, and Prof. Bill Kapralos. b. Meeting with Dr. Sanshiro Sakai (Professor and Dean, Graduate School of Science

and Technology): Formal meeting to discuss potential collaborations at both the faculty level and institutional level.

c. Formal Dinner.

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Visit by Dr. Michael Owen

2. Tuesday, February 24, 2015: a. Meeting between the Canadian team (Dr. Michael Owen, Prof. Patrick Hung, and

Prof. Kapralos) and Japanese team from Shizuoka University consisting of Dr. Masakazu Kimura, Vice-President (Community and Industry and Social Collaboration), Dr. Yuko Ryan (Associate Professor, Section for Academic Exchange, International Center, and Prof. Kamen Kanev.

b. Presentation given by Dr. Michael Owen titled “Expanding research partnerships internationally: The University of Ontario Institute of Technology and global research” during the International Cooperation Seminar held at Shizuoka University.

c. Informal Dinner.

3. Wednesday, February 25, 2015: a. Special Invited Lecture by Dr. Michael Owen titled “Improving research

administration in higher education: Reflections on the role of the university research administrator”.

4. Thursday, February 26, 2015: a. Meeting and lunch in Tokyo between Dr. Owen, Prof. Patrick Hung, and Prof. Bill

Kapralos to debrief the week’s events and to discuss next steps. b. Afternoon: Departure of Dr. Owen to Canada.

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Conference and Workshop Attendance

AttendanceatConferencesandWorkshopsDuring my visit to Shizuoka University, I attended several academic events including two conferences held in Tokyo and several workshops that took place at Shizuoka University. Greater details regarding these events are provided below.

“External”ConferenceAttendance(OutsideofShizuokaUniversity)I registered and attended the following two conferences during my 60 day research visit to Shizuoka University. 1. Second International Symposium on Innovative Teaching and Research in English for Specific Purposes (ESP)

2015. University of Electro-Communications (UEC), Tokyo, Japan, February 14, 2015.

Invited speakers are: Yukio Tono (Tokyo University of Foreign Studies), Judy Noguchi (Mukogawa Women’s University) and Brian Paltridge (The University of Sydney). The focus of the symposium was English for Specific Purposes and included a number of themes such as: Approaches, Methods and Pedagogy, ESP Theories: Developments and Applications, Innovation in ESP: Syllabus & Curriculum, Materials Development, Needs Analysis, Corpus Linguistics and DDL, Language Issues in ESP, Testing and Assessment, and Teacher Training and Development amongst other related themes. I found this symposium topic rather interesting. Although my own work is not specific to ESP, my work in serious gaming and particularly my current work that id seeing the development of a serious game for cultural competence education and training could be relevant to ESP and could provide a novel and engaging method of providing ESP training. There were some interesting presentations (oral and poster) and I am aiming to submit an abstract for the opportunity to present a poster outlining my work in serious gaming should the symposium be held again next year. My symposium badge and registration receipt are shown in Figure 3 below while the symposium Call for Papers is provided in the following pages.

(a) (a)

Figure 3. (a) Symposium registration. (b) Symposium badge.

2. Sixth Annual Processing Technology Expo held in conjunction with World Smart Energy Week 2015, Tokyo Big Sight, Tokyo, Japan, February 25-27, 2015.

The Sixth Annual Processing Technology Expo was part of the very big and well attended World Smart Energy Week that brought together a number of “smaller” expos under “one roof” at the Tokyo Big Sight. The Processing technology Expo focuses on a number of topics the related to processing, processing technologies, and renewable energies, amongst others. The audience for the Processing Technology Expo included sector leaders, researchers and professionals, within the following areas (amongst others): Solar cell/module manufacturers,

14



Fuel cell system manufacturers, Rechargeable battery manufacturers, Manufacturing equipment manufacturers, Capacitor manufacturers, Electronics manufacturers, Device manufacturers, Outsourcing, Contract manufacturing, OEM companies, and Next generation automobile companies. I decided to attend this event and the World Smart Energy Week in general given that the Expo is well known in japan and internationally and well attended by researchers, professionals, industry representatives, etc. from a wide variety of areas and interests. Although energy in general including smart and renewable energy is not my area of research, it was still very interesting to explore the various cutting edge technologies and look for ways to incorporate my own work one serious gaming and simulation within this field. Attending the Expo provided me the opportunity to chat with various researchers from japan and other countries including the United States and although it does appear that no collaborations resulted, it was nonetheless very interesting and it made me aware of how large the energy sector actually is and it started me thinking about potential applications of my own work in serious gaming and simulation to the field of “smart energy” including the use of serious gaming to train power plant operators. A picture illustrating my Expo badge is provided in Figure 4 below, while the Expo Call for Papers along are provided in the following pages. Several sample images highlighting my visit at the Expo are provided in Figure 5 below.

(a) (b)

Figure 4. Expo badge. (a) Badge, and (b) badge and drink ticket.

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Figure 5. Sixth Annual Processing Technology Expo within World Smart Energy Week at the Tokyo Big Sight, Tokyo, Japan.

WorkshopAttendance(PartoftheHC‐2014Conference)In addition to the two conferences that I attended as described above, I attended (and presented) at three workshops (including the 2015 Serious Gaming = Serious Business Workshop that I chaired) that were held at Shizuoka University, Hamamatsu Japan, as part of the 2014 Humans and Computers Conference (HC-2014). A listing of these workshops is provided below. 1. 2015 International Workshop on Experiential Interactions and Serious Gaming, Shizuoka

University, Hamamatsu, Japan, February 9, 2015. In addition to attending this workshop, I also provided a presentation titled: “”. Workshop Program: http://ktm11.eng.shizuoka.ac.jp/HC2014/cfp_techEnhancedEducation-kk03.pdf

2. 2015 International Workshop on Geometric Modeling and Interactions, Shizuoka University, Hamamatsu, Japan, February 16, 2015. Workshop Program: http://ktm11.eng.shizuoka.ac.jp/HC2014/HC2014GeoMod-kk07-all.pdf

3. 2015 International Workshop On Serious Gaming = Serious Business, Shizuoka University, Hamamatsu, Japan, March 5, 2015. In addition to organizing, and attending this workshop, I also provided a presentation titled “A Serious Game for Medical-Based Cultural Competence Education and Training” by Robert Shewaga, and Bill Kapralos. Workshop Program: http://ktm11.eng.shizuoka.ac.jp/HC2014/2015_International_Workshop_on_SGSB.pdf

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MiscellaneousWorkshopAttendance(InternalShizuokaUniversityEvents) 4. International Cooperation Seminar, Shizuoka University, Hamamatsu, Japan, February 17, 2015. This

workshop consisted of three presentations given by Dr. Michael Owen (University of Ontario Institute of Technology, Oshawa, Canada), Prof. Paolo Bottoni (Sapienza University of Rome, Italy), and Prof. Reneta Barneva (State University of New York at Fredonia, USA), and Prof. Kamen Kanev (Shizuoka University, Hamamatsu, Japan) regarding each of their respective institutions. Following these three presentations, a discussions regarding potential collaborations between the presenters and the attendees (including myself) followed. We explored several potential areas of investigation and plans to visit the other institutions.

17


Future Work

Summaryofmy60DayResearchVisit,FutureWork&NextStepsMy 60 day JSPS Research Fellowship at Shizuoka University in Hamamatsu, Japan, has been very productive on several fronts. Most importantly, the core research that was conducted during this stay has resulted in the development of a novel display that couples a tabletop computer and any number of mobile devices (tablets, mobile phones, etc.) to facilitate interactive, and engaging learner-centric simulation education. Although we are focusing our current effort on anatomy-based medical education and ophthalmology in particular, the novel display can easily be used to facilitate learning and simulation across a variety of areas. As part of the research that led to this, we have expanded our Japan-Canada collaboration to include researcher Prof. Alvaro Uribe from the Mil. University Nueva Granada in Bogota, Colombia. In addition, two graduate students from Canada visited Shizuoka University for one week to work on this project. Work on this novel display will continue and we are currently in the process of addressing several minor technical issues and will be constructing several other devices at each of the partner institutions thus ensuring we have one display in Japan, Canada, and Colombia to allow for concurrent development and testing. A manuscript outlining this work is also being prepared and will be submitted to the 2015 International Conference on Artificial Reality and Telexistence (ICAT 2015) that is being held in Kyoto in October 2015. In addition to Prof. Michael Jenkin, and Prof. Alvaro Uribe, the international researchers who were present at Shizuoka University for 60 days and one week respectively, and worked on the novel tabletop-tablet display previously described, several other researchers also visited Shizuoka University (hosted by Prof. Kamen Kanev) during this time including Prof. Paolo Bottoni (Department of Computer Science, Sapienza - University of Rome), and Prof. Reneta Barneva (Professor and Chair, Department of Computer and Information Sciences, The State University of New York), were also present. Although we did not collaborate directly, we did have several discussions regarding potential research collaborations. As a result of these discussions and overlapping research interests, future meetings were confirmed as described below. There is the potential to expand the Canada-Japan (and now also Colombia) research initiative to include researchers Prof. Paolo Bottoni, and Prof. Reneta Barneva.

Visit of Prof. Renata Barneva to the University of Ontario Institute of Technology (UOIT) on May 1, 2015 to visit the university and to build upon the discussions we had at Shizuoka University during my research visit.

Completion and submission of a “Canada-Italy Innovation Award 2015” application by Prof. Paolo Bottoni to support/fund a one week trip to Canada to visit UOIT and discuss his research work with others at UOIT including myself.

Aside from the core research that was conducted, during my stay, the 2015 International Workshop on Serious Gaming = Serious Business which was led by me and Prof. Kamen kanev from Shizuoka University, was organized and held at Shizuoka University. The workshop was the first of its kind that focused on serious gaming/virtual simulation and their economic implications. The workshop itself was put together very quickly to ensure it was held during my research visit and thus only abstract presentations were accepted. Despite the short time-frame, the workshop was a success. There were a total of 11 presentations and one demo including several international participants from Canada, Colombia, and Brazil. Given the interest and success of the workshop despite the limited time-frame, we plan to hold the workshop once again in 2016. However, rather than focusing on abstract submissions, we will seek full paper, short paper, and extended abstract submissions. We will also seek formal Institute of Electrical and Electronics Engineers (IEEE) or

18


Future Work

Association for Computing Machines (ACM) co-operation status and produce a formal proceedings which will appear in either the IEEE or ACM database. Furthermore, formal discussions took place at both the faculty and institutional levels between Shizuoka University and the University of Ontario Institute of Technology (UOIT). This involved a visit by Dr. Michael Owen, Vice-President Research, Innovation and International, University of Ontario Institute of Technology (UOIT) who has the appropriate “signing authority” regarding international collaborations. The discussions were very productive and a number of ideas were presented. More specifically, it was suggested that we begin with two-way graduate student exchanges and then develop this into undergraduate student exchanges followed by a more formal program-based exchange. UOIT will also formally invite representatives from Shizuoka University to UOIT to continue these discussions. Although great progress has been made during my 60 day visit to Shizuoka University as part of my JSPS Research Fellowship, work will continue on building upon and expanding the existing Japan-Canada collaboration. Finally, once again, I would like to thank the Japan Society for the Promotion of Science (JSPS) for providing me the opportunity to visit Japan and Shizuoka University in particular as part of my awarded JSPS research Fellowship. Their support is very much appreciated!

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References

References1. L. K. Allen, S. Bhattacharyya, and T. D. Wilson. Development of an interactive anatomical

three-dimensional eye model. Anatomical Sciences Education, 2014.

2. M. T. Curtis, D. DiazGranados, and M. Feldman. “Judicious use of simulation technology in continuing medical education,” Journal of Continuing Education in Health Professions, 32(4):255-260, 2012.

3. K. Collins, B. Kapralos, and K. Kanev. Smart table computer interaction interfaces with integrated sound. Journal of Three Dimensional Images, 24(3):58-67, 2010.

4. A. Dubrowski, B. Kapralos, M. Jenkin, Kanev K. “Collaborative, interactive smart-table-based simulations for interprofessional education?” In Proceedings of the 15th International Conference on Humans and Computers, Hamamatsu, Japan, February 11-12, 2013.

5. L. P. Halamek, D. M. Kaegi, D. M. Gaba, Y. A. Sowb, B. C. Smith, B. E. Smith, and S. K. Howard. “Time for a new paradigm in pediatric medical education: teaching neonatalresuscitation in a simulated delivery room environment,” Pediatrics, 106(4):E45, 2000.

6. K. Kanev, and S. Kimura. “Direct point-and-click functionality for printed materials,” Journal of Three Dimensional Images, 20(2):2:51–59, 2006

7. K. Kanev, and S. Kimura. “Digital information carrier,” Japan Patent No. 3635374, 2005.

8. K. Kanev, and S. Kimura. “Digital information carrier,” Japan Patent No. 4368373, 2009.

9. J. Lam, B. Kapralos, K. Collins, A. Hogue, K. Kanev, and M. Jenkin. Sound localization on table-top computers: A comparison of two amplitude panning methods. ACM Computers in Entertainment, 12(2):4:1-4:19, 2014.

10. J. Lam, B. Kapralos, K. Collins, A. Hogue, and K. Kanev. Amplitude panning-based sound system for a horizontal surface computer: A user-based study. In Proceedings of the Symposium on Haptic Audio-Visual Environments and Games. Phoenix, AZ. USA, October 16-17, 2010, pp. 1-5.

11. K. McPherson, L. Headrick, and F. Moss. “Working and learning together: Good quality care depends on it, but how can we achieve it?” Quality and Safety in Health Care, 10(Supp. II): ii46-ii53, 2001.

12. M. S. Mustafa, J. Montgomery, H. R. Atta. A novel educational tool for teaching ocular ultrasound. Clinical Ophthalmology, 2011:5 857–860, 2011.

13. D. Nakano, J. Lam, B. Kapralos, K. Kanev, K. Collins, A. Hogue, and M. Jenkin. A framework for sound localization experiments and automation. In Proceedings of the ACM Joint International Conference on Human-Centered Computer Environments (HCCE 2012). Hamamatsu, Japan, March 8-13, 2012, pp. 137-144.

14. G. D. Perkins. “Simulation in resuscitation training,” Resuscitation, 73(2):202-211, 2007.

15. D. R. Perrott and K. Saberi. Minimum audible angle thresholds for sources varying in both elevation and azimuth. Journal of the Acoustical Society of America, 87(4):1728-1731, 1990.

16. V. Pulkki. Localization of amplitude-panned virtual sources I: Stereophonic panning. Journal of the Audio Engineering Society, 49(9):739-751, 2001.

17. S. K. Roffler and R. A. Butler. Factors that influence the localization in the vertical plane. Journal of the Acoustical Society of America, 43(6):1255-1259, 1968.

18. J. R.Wallace, S. D. Scott, T. Stutz, T. Enns, and K. M. Inkpen. Investigating teamwork and taskwork in single and multi-display groupware systems. Personal and Ubiquitous Computing: Special Issue on Interaction with Coupled and Public Displays, 13(8):569-581, 2009.

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Appendix

Appendix A

2015 International Workshop on Serious Gaming = Serious Business

Held in conjunction with the 17th International Conference on

Humans and Computers (HC-2014)

March 5, 2015, Hamamatsu, Japan Shizuoka University Campus

Call for Papers

Overview The rising popularity of video games has seen a recent push towards the application of video game-based technologies to teaching and learning. Serious games, that is, games with a primary purpose of education and training as opposed to entertainment, take advantage of the power of computer games to captivate and engage players/learners for a specific purpose. The widespread use of serious games can be observed within an array of educational and training settings (e.g. military training, health professions education, patient education, business training, amongst others), particularly given the current generation of learners who are growing up spending a large amount of time playing video games. In fact, according the French consulting company iDate, as of 2010, serious games represented a $1.5 billion (US) market globally and it has been suggested that the market will increase ten-fold, becoming a $15 billion (US) global industry in 2015. Not only do serious games provide a cost-effective training alternative to many existing training approaches, they also present a large business potential. We are pleased to announce the First International Workshop on Serious Gaming = Serious Business (SG=SB 2015), a workshop dedicated to serious gaming, virtual simulation, and the corresponding business/economic implications. The venue will provide an opportunity for the demonstration and study of the ways in which virtual simulation, serious games, and gaming technologies are transforming the educational and business landscape. It is a platform for disseminating innovative research and development work on game, entertainment, media technologies, and related cost-effective business solution, applying lessons learned, and developing new ideas through audience interaction. Participation from all sectors including academia, industry/business, and government is welcome. The SG=SB 2015 workshop brings together researchers, developers, industry/business, and government partners for formal and informal engagement and examination of emergent features of serious games, virtual simulations, and the potential impact to society they present.

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Scope of the Workshop Through exciting and thought provoking demonstrations and presentations from leaders in academia and industry, the SG=SB 2015 workshop will address a variety of topics including novel developments and applications in all areas related to virtual simulation, serious gaming, and related business/economic implications. Potential topics include but are certainly not limited to the following:

Medical (health professions) education and training. Power plant operation and safety procedures. Health and healthy lifestyle promotion. Exergaming (games to promote physical fitness and exercise). Education (primary, high school, and beyond). The use of toys in games and education. Social change. Networking, security, privacy, and legal issues associated with serious gaming. Business and economics of serious gaming. Economic feasibility and implications of using serious games and virtual simulations. Serious gaming and virtual simulation platforms. Mixed and augmented reality. Interface design. Cultural issues. Technology (e.g., stereoscopic 3D, interaction devices, tracking, etc.) and its implications. User experience (engagement, immersion, usability, etc.). Technology transfer, copyright and intellectual property.

Although submissions do not have to focus on business and economics, we expect such issues to be addressed and given proper consideration as the scope of the reported work permits.

Submissions We invite submissions of extended abstracts in all areas of gaming that fall within the scope of the conference. Submissions must present original, unpublished research or experiences. Submissions under review elsewhere MUST NOT be submitted to the SG=SB 2015 workshop. Submissions should properly place the work within the field, cite related work, and clearly indicate the innovative aspects of the work and its contribution to the field along with (even a brief) discussion regarding the potential economic and/or business implications of the work. Paper length is restricted to a maximum of two pages. All accepted submissions will be scheduled for an oral presentation followed by a discussion and Q&A session during the workshop.

Submission Formatting All submissions must adhere to IEEE formatting: Portable Document Format (PDF) formatted in two-column conference style. Please see the IEEE proceedings template available via the following URL:

http://www.ieee.org/conferences_events/conferences/publishing/templates.html Please submit your contribution via the EasyChair conference system available via the HC-2014 submission website via the following URL:

https://easychair.org/conferences/?conf=hc2014

22

Authors of the best works presented at the workshop will be invited to expand to full length articles for submission to one of the following journals or edited book venues:

1. Book chapter in the Springer edited book Recent Advances in Technologies of Inclusive Well-Being: Wearables, Virtual Interactive Spaces (VIS)/Virtual Reality, Emotional Robots, Authoring tools, and Games (Serious/Gamification) with editors A. Brooks, S. Brahnam, and L. Jain.

2. Book chapter in the Springer edited book Mobile Services for Toy Computing with editors N. Lee, and P. Hung.

3. Special issue of the PsychNology Journal

http://www.psychnology.org/

4. Special issue of the International Journal of Business Process Integration and Management http://www.inderscience.com/jhome.php?jcode=ijbpim

Authors of selected papers must comply with the requirements of the respective journal or book series.

Conference Organization Workshop Organizers Bill Kapralos, UOIT, Oshawa, Canada. Kamen Kanev, Shizuoka University, Hamamatsu, Japan. Michael Jenkin, York University, Toronto, Canada. Patrick Hung, UOIT, Oshawa, Canada. Alvaro Joffre Uribe Quevedo, UMNG, Bogota, Colombia.

Important Dates

Submission deadline: Sunday February 15, 2015 Notification: Sunday February 22, 2015 Final submission: Friday, February 28, 2015

Conference Venue The 2015 International SG=SB Workshop is being held at the at Shizuoka University, Hamamatsu campus (3-5-1 Johoku, Naka-ku, Hamamatsu City). http://www.shizuoka.ac.jp/english/campuslife/campus/hamamatsu/

For Further Information Please consult the official HC-2014 website (http://ktm11.eng.shizuoka.ac.jp/HC2014/) for updates and additional workshop information. General inquiries about the workshop can be directed to Bill Kapralos: [email protected].

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Appendix B

2015 International Workshop on

Serious Gaming = Serious Business Held in conjunction with the 17th International Conference

on Humans and Computers (HC-2014) March 5 (Thursday), 2015, Hamamatsu, Japan

Shizuoka University, Research Institute of Electronics, Rooms 326&327 9:45 - Conference Rooms Opens

10:00-10:10 Welcome Address by Prof. Muira, General Chair HC-2014

10:10-11:50 Morning Session Session chair: Bill Kapralos, University of Ontario Institute of Technology, Oshawa, Canada.

10:10-10:30

A Location Privacy Framework for Mobile Toy Computing

Laura Rafferty and Patrick Hung

University of Ontario Institute of Technology, Canada.

10:30-10:50

Educating Recycling with Robotics

Azael de Melo E Sousa1, Silas F. R. Alves2, Celso de Oliveira Lisboa1, and Renê Pegoraro1 1Universidade Estadual Paulista, Brazil; 2University of Sao Paolo, Brazil.

10:50-11:10

Educational VR System for performing the Central Venous Access in Newborns

Byron Perez-Gutierrez, Lizeth Vega-Medina, Alvaro Joffre Uribe Quevedo, Gerardo Tibamoso, and

Norman Jaimes

Nueva Granada Mil. University, Colombia.

11:10-11:30

A Serious Game for Medical-Based Cultural Competence Education and Training

Robert Shewaga, and Bill Kapralos

University of Ontario Institute of Technology, Canada.

11:30-11:50

Business Gamification: Theory and Design of a Software Platform

Paolo Bottoni1, Andrea Iannello1, Alfredo Adamo2 1Sapienza University of Rome, Italy; 2Alan Advantage, Italy.

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11:50-12:40 Lunch Break

12:40-14:15 Afternoon Session

Session chair: Kamen Kanev (PC Chair HC-2014), Shizuoka University, Hamamatsu, Japan.

12:40-13:20 (Invited Presentation)

Supporting Learner Centric Education with a Novel Tabletop and Tablet-Based Display System

Robert Codd-Downey1, Robert Shewaga2, Bill Kapralos2, Alvaro Uribe-Quevedo3, Kamen Kanev4,

and Michael Jenkin1 1York University, Canada; 2University of Ontario Institute of Technology, Canada; 3Nueva Granada

Mil. University, Colombia, 4Shizuoka university, Hamamatsu, Japan.

13:20-13:35

Supporting Learner Centric Education with a Novel Tabletop and Tablet-Based Display System:

VR Components Design and Implementation




13:35-13:50

Supporting Learner Centric Education with a Novel Tabletop and Tablet-Based Display System:

Network Infrastructure Design and Implementation




13:50-14:10

Learning Escape Routes with Mobile Robots

Silas F. R. Alves1, Ivan Nunes Da Silva1, Alvaro Uribe-Quevedo2, and Humberto Ferasoli Filho3 1University of Sao Paolo, Brazil; 2Universidade Estadual Paulista, Brazil; 3Nueva Granada Mil.

University, Colombia.

14:10-14:30

Stroke Analysis for Kanji Learning with Mobile Devices

Kamen Kanev1, Katsuya Oyaizu1, Maria De Marsico2, and Paolo Bottoni2 1Shizuoka University, Hamamtsu, Japan; 2Sapienza University of Rome, Italy.

14:15-14:45 Workshop Closing

14:15-14:30

Beyond the Workshop: Next Steps

Bill Kapralos, University of Ontario Institute of Technology, Oshawa, Canada.

14:30-14:45

Workshop Closing Address

Kamen Kanev (PC Chair HC-2014), Shizuoka University, Hamamatsu, Japan.

25

Appendix C


Call for Papers (ESP 2015)

SecondInternationalSymposiumonInnovativeTeachingandResearchinEnglishforSpecificPurposes(ESP)2015

26

Appendix D


Call for Papers (Processing Technology Expo 2015)

SixthAnnualProcessingTechnologyExpo

27

Appendix E


Boarding Passes, Visa, and Exit Stamp

BoardingPassandEntranceVisa/StampFigure A1 below provides a picture of my boarding pass obtained in Toronto, Canada (Pearson International Airport) for my direct flight to Tokyo, Japan (Haneda International Airport) which departed Toronto, Canada January 20, 2015 and arrived in Tokyo, Japan January 21, 2015. The boarding pass for the flight from Toronto, Canada to Tokyo, Japan is provided in Figure A2(a) while the boarding pass from the flight from Tokyo, Japan to Toronto, Japan Figure A2.(b) provides a picture of the Japan Immigration Landing Permission Visa while Figure A3 provides a picture of the Exit Stamp from Tokyo, Japan.

(a) (b)Figure A1. (a) Boarding pass for flight from Toronto, Canada to Tokyo, Japan. (b) Boarding pass

from Tokyo, Japan to Toronto, Canada.

Figure A2. Japan Immigration Landing Permission Visa.

Figure A3. Exit stamp.

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jsps finalreport acknowledgementvipl.rie.shizuoka.ac.jp/s14732-kapralos.pdf · oshawa, ontario,...

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