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Journal articles on the topic 'Edutainment system'

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Published: 4 June 2021
Last updated: 1 February 2022

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1

Langley, Paul A., and Erik R. Larsen. "Edutainment, learning and system dynamics." System Dynamics Review 11, no. 4 (1995): 321–26. http://dx.doi.org/10.1002/sdr.4260110406.

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2

Inkizhekova, M. S., and N. Yu Nikolaev. "Web-quest in the Edutainment System." Human Culture Education, no. 4 (2020): 181–96. http://dx.doi.org/10.34130/2233-1277-2020-4-181.

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3

Wong, Wang-chan, Myron Sheu, and Eric Moy. "A Rich Internet Application edutainment training system." International Journal of Continuing Engineering Education and Life-Long Learning 16, no. 3/4 (2006): 280. http://dx.doi.org/10.1504/ijceell.2006.009204.

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Ströhlein, Georg. "“HistoBrick”: Mobile Edutainment into Descriptive Statistics („HistoBrick“: Mobiles Edutainment zur Deskriptiven Statistik)." i-com 3, no. 2/2004 (February 1, 2004): 53–56. http://dx.doi.org/10.1524/icom.3.2.53.38338.

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SummaryBased on preceding work on a mobile learning scenario a mobile game like application, called “HistoBrick”, is being designed. It serves as a platform for exercises, assignments and self studies in combination with the higher education courseware on descriptive statistics. This paper focuses on the mobile application and ignores its embedding into a suitable Learning Management System (LMS). “HistoBrick” aims to provide a ubiquitous tool for learning about statistic distributions and their most important characteristic numbers. The didactical background is inspired by recent ideas about how learning works in the so-called constructivist setting, in general, and the findings of game-based learning, in particular.
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Ming, Yue, Qiuqi Ruan, and Guodong Gao. "A Mandarin edutainment system integrated virtual learning environments." Speech Communication 55, no. 1 (January 2013): 71–83. http://dx.doi.org/10.1016/j.specom.2012.06.007.

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Lee, Jin-Hee, Eikyu Choi, Minseok Song, and Byeong-Seok Shin. "Dreamware: edutainment system for children with developmental disability." Multimedia Tools and Applications 68, no. 2 (April 27, 2012): 305–19. http://dx.doi.org/10.1007/s11042-012-1089-x.

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Youngho Lee, Y., and W. Woontack Woo. "Interactive edutainment system with enhanced personalized user interface framework." IEEE Transactions on Consumer Electronics 53, no. 2 (May 2007): 424–32. http://dx.doi.org/10.1109/tce.2007.381711.

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Cha, Min Kyeong, Ju Yeon Mun, and Seong Baeg Kim. "An Adaptive Edutainment System for Learning Computer Operating Principles." International Journal of Multimedia and Ubiquitous Engineering 9, no. 12 (December 31, 2014): 281–92. http://dx.doi.org/10.14257/ijmue.2014.9.12.26.

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Setyadi, Asro, Ahmad Iskak, Rahmawati Sukmaningrum, and Faiza Hawa. "KOMPUTER INTERAKTIF SEBAGAI MEDIA PENGAJARAN BAHASA INGGRIS PADA ANAK USIA DINI." E-DIMAS 6, no. 1 (March 1, 2015): 1. http://dx.doi.org/10.26877/e-dimas.v6i1.794.

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Abstrak ?é?á Mengajarkan bahasa Inggris pada anak bukanlah perkara yang mudah. Guru perlu berkreasi dan berinovasi dalam system pengajarannya untuk menciptakan suasana belajar yang menyenangkan dan menarik bagi anak. System pengajaran tersebut dapat berupa Edutainment. Edutainment merupakan gabungan dari education dan entertainment. System pengajaran ini menggabungkan pendidikan dan hiburan untuk?é?á menarik minat anak dalam belajar bahasa Inggris dengan mudah. Wujud dari edutainment tersebut dapat ditemukan dalam Komputer Interaktif maupun CD interaktif yang dapat dengan mudah dioperasikan untuk media pembelajaran dan tersedia ditoko-toko buku ternama. CD computer interaktif ini berisi materi- materi pembelajaran Bahasa Inggris yang menggabungkan antara visualisasi gerak, warna dan suara. Hal ini akan membantu motorik anak menjadi lebih peka dan terasah. Anak akan tertarik untuk belajar lebih akan bahasa Inggris dengan berbagai varian latihan yang terdapat dalam konten CD maupun computer interaktif tersebut. Untuk itu, pelatihan penggunaan computer interaktif sebagai media yang menarik dalam mengajarkan bahasa Inggris dilaksanakan untuk mengasah kekreatifan guru dalam menciptakan suasana belajar yang menyenangkan bagi anak dan untuk memberikan alternative media pembelajaran mellaui tehnology yang mudah diaplikasikan, lengkap dan menyenangkan. Kata Kunci: Komputer Interaktif, pengajaran bahasa Inggris, anak usia dini
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10

Wu, Jiang, and J. W. Zuo. "Interactive System for T-Learning: Introduction of iTV Edutainment Mode." Advanced Materials Research 215 (March 2011): 43–46. http://dx.doi.org/10.4028/www.scientific.net/amr.215.43.

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This paper introduces a new education mode system named as T-learning, which converges with two technologies: iTV and E-learning. After the initial discussion about the potential of T-learning, a basic system mode will be proposed. Then we modify it according to the SCORM standard, and also descript a system evaluation for functionality testing. The main objective of this paper is to establish an interactive system for the home learning and exploit a potential business possibility for T-learning service.
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Hong, Sungdae, Hyunyi Jung, and Sanghyun Seo. "Real-time AR Edutainment System Using Sensor Based Motion Recognition." International Journal of Software Engineering and Its Applications 10, no. 1 (January 31, 2016): 271–78. http://dx.doi.org/10.14257/ijseia.2016.10.1.26.

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Nemoto, Yutaro, Kentaro Uei, Takashi Fujiwara, Satoshi Mizoguchi, and Yoshiki Shimomura. "Strategic Thinking in EDIPS: Edutainment for Designing Integrated Product-service System." Procedia CIRP 16 (2014): 92–97. http://dx.doi.org/10.1016/j.procir.2014.01.012.

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13

Kim, Donghyun, and Minho Kim. "Design of Mixed Reality based Convergence Edutainment System using Cloud Service." Journal of the Korea Convergence Society 6, no. 3 (June 30, 2015): 103–9. http://dx.doi.org/10.15207/jkcs.2015.6.3.103.

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14

Devagishree, M., and V. David Arputha Raj. "Exploring the Role of Edutainment through Sitcoms Inside Language Classrooms." Shanlax International Journal of English 7, no. 4 (September 1, 2019): 69–71. http://dx.doi.org/10.34293/english.v7i4.622.

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Language is the primary source of communication through which we share our thoughts and ideas with others whereas on the other hand, it separates us from animals and makes us human beings. The English language is essential to the field of education because it is a primary language of press, in the research field and science. Language being global and to adapt to the present scenario in teaching language may seem quiet complex. Nevertheless, to prop interest and to simplify complications, situational comedies act as a medium to enrich language through not only words but expressions. This paper establishes views on teaching a language through the means of situational comedies, having implemented the cultural theory of schema where the schema is a generalized description or a conceptual system for understanding knowledge how it is represented and how it is used.
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Riera, José V., Sergio Casas, Francisco Alonso, and Marcos Fernández. "A VR-Enhanced Rollover Car Simulator and Edutainment Application for Increasing Seat Belt Use Awareness." Computers 10, no. 5 (April 21, 2021): 55. http://dx.doi.org/10.3390/computers10050055.

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Most countries have active road safety policies that seek the objective of reducing deaths in traffic accidents. One of the main factors in this regard is the awareness of the safety measures, one of the most important being the correct usage of the seat belt, a device that is known to save thousands of lives every year. The presented work shows a VR-enhanced edutainment application designed to increase awareness on the use of seat belts. For this goal, a motorized rollover system was developed that, synchronized with a VR application (shown in a head-mounted display for each user inside a real car), rolls over this car with up to four passengers inside. This way, users feel the sensations of a real overturn and therefore they realize the consequences and the results of not wearing a seat belt. The system was tested for a month in the context of a road safety exhibition in Dammam, Saudi Arabia, one of the leading countries in car accidents per capita. More than 500 users tested and assessed the usefulness of the system. We measured, before and after the rollover experience, the perception of risk of not using the seat belt. Results show that awareness regarding the use of seat belts increases very significantly after using the presented edutainment tool.
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Göbel, Stefan, Ido Aharon Iurgel, Markus Rössler, Frank Hülsken, and Christian Eckes. "Design and Narrative Structure for the Virtual Human Scenarios." International Journal of Virtual Reality 6, no. 4 (January 1, 2007): 1–10. http://dx.doi.org/10.20870/ijvr.2007.6.4.2703.

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This article describes the design of the two application scenarios of the Virtual Human project and its integration into the Virtual Human system. This includes overall concepts and considerations of the demonstrators for the two application scenarios (learning, edutainment) as well as underlying methodic-didactic aspects for knowledge transmission and narrative concepts for story structure and story control during run-time of the system. Hence, in contrast to traditional learning systems with virtual characters as virtual instructors, an exciting and suspenseful interactive information space has been created. On the one hand, the methodic-didactic methods and VH learning model guarantee learning effects, on the other hand narrative structures and an emotion module provide the ground for a playful and exciting story environment, whereby the users can interact and discuss with a set of virtual characters.
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Lee, Chang-Shing, Mei-Hui Wang, Yi-Lin Tsai, Wei-Shan Chang, Marek Reformat, Giovanni Acampora, and Naoyuki Kubota. "FML-Based Reinforcement Learning Agent with Fuzzy Ontology for Human-Robot Cooperative Edutainment." International Journal of Uncertainty, Fuzziness and Knowledge-Based Systems 28, no. 06 (November 25, 2020): 1023–60. http://dx.doi.org/10.1142/s0218488520500440.

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The currently observed developments in Artificial Intelligence (AI) and its influence on different types of industries mean that human-robot cooperation is of special importance. Various types of robots have been applied to the so-called field of Edutainment, i.e., the field that combines education with entertainment. This paper introduces a novel fuzzy-based system for a human-robot cooperative Edutainment. This co-learning system includes a brain-computer interface (BCI) ontology model and a Fuzzy Markup Language (FML)-based Reinforcement Learning Agent (FRL-Agent). The proposed FRL-Agent is composed of (1) a human learning agent, (2) a robotic teaching agent, (3) a Bayesian estimation agent, (4) a robotic BCI agent, (5) a fuzzy machine learning agent, and (6) a fuzzy BCI ontology. In order to verify the effectiveness of the proposed system, the FRL-Agent is used as a robot teacher in a number of elementary schools, junior high schools, and at a university to allow robot teachers and students to learn together in the classroom. The participated students use handheld devices to indirectly or directly interact with the robot teachers to learn English. Additionally, a number of university students wear a commercial EEG device with eight electrode channels to learn English and listen to music. In the experiments, the robotic BCI agent analyzes the collected signals from the EEG device and transforms them into five physiological indices when the students are learning or listening. The Bayesian estimation agent and fuzzy machine learning agent optimize the parameters of the FRL agent and store them in the fuzzy BCI ontology. The experimental results show that the robot teachers motivate students to learn and stimulate their progress. The fuzzy machine learning agent is able to predict the five physiological indices based on the eight-channel EEG data and the trained model. In addition, we also train the model to predict the other students’ feelings based on the analyzed physiological indices and labeled feelings. The FRL agent is able to provide personalized learning content based on the developed human and robot cooperative edutainment approaches. To our knowledge, the FRL agent has not applied to the teaching fields such as elementary schools before and it opens up a promising new line of research in human and robot co-learning. In the future, we hope the FRL agent will solve such an existing problem in the classroom that the high-performing students feel the learning contents are too simple to motivate their learning or the low-performing students are unable to keep up with the learning progress to choose to give up learning.
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18

Radin Salim, Kamilah, Morina Abdullah, Nor Liza Ali, and Rosmah Ali. "Usage of Online Learning Resources Among Academic Staff at Malaysian University." International Journal of Engineering & Technology 7, no. 3.25 (August 14, 2018): 16. http://dx.doi.org/10.14419/ijet.v7i3.25.17462.

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This paper reports on the awareness and usage of online learning resources in teaching and learning among the academic staff at a public university in Malaysia. In addition, the advantages and disadvantages of online learning resources are also presented. Online learning resources recommended by the management of the university include e-learning modules, Open Courseware (OCW), Massive Open Online Courses (MOOC), BLOSSOMS, Edutainment and Video of Exemplary Professionals. Data were collected using a survey questionnaire with Likert scale items and open-ended questions. The questionnaires were distributed to 160 academic staff of the university. The results show that the most attended training was e-learning and most respondents are currently implementing it in their courses. However, less than 10% of the respondents implemented the OCW, MOOC, BLOSSOMS and Edutainment. About 23.1% of the respondents implemented Video of Exemplary Professionals in their teaching and learning. Some respondents also reported lack of student participation in using e-learning and other resources due to system instability. The practical implication of this study is that more training on new online learning resources should be provided to the academic staff to increase their skills in using the online learning resources in their teaching. Better internet connection is also necessary to boost the use of these resources.
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Radin Salim, Kamilah, Morina Abdullah, Nor Liza Ali, and Rosmah Ali. "Usage of Online Learning Resources among Academic Staff at a Malaysian University." International Journal of Engineering & Technology 7, no. 3.30 (August 24, 2018): 1. http://dx.doi.org/10.14419/ijet.v7i3.30.18143.

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This paper reports on the awareness and usage of online learning resources in teaching and learning among the academic staff at a public university in Malaysia. In addition, the advantages and disadvantages of online learning resources are also presented. Online learning resources recommended by the management of the university include e-learning modules, Open Courseware (OCW), Massive Open Online Courses (MOOC), BLOSSOMS, Edutainment and Video of Exemplary Professionals. Data were collected using a survey questionnaire with Likert scale items and open-ended questions. The questionnaires were distributed to 160 academic staff of the university. The results show that the most attended training was e-learning and most respondents are currently implementing it in their courses. However, less than 10% of the respondents implemented the OCW, MOOC, BLOSSOMS and Edutainment. About 23.1% of the respondents implemented Video of Exemplary Professionals in their teaching and learning. Some respondents also reported lack of student participation in using e-learning and other resources due to system instability. The practical implication of this study is that more training on new online learning resources should be provided to the academic staff to increase their skills in using the online learning resources in their teaching. Better internet connection is also necessary to boost the use of these resources.
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20

Minovic, Miroslav, Miloš Milovanovic, Jelena Minovic, and Dušan Starcevic. "Integrating an Educational Game in Moodle LMS." International Journal of Distance Education Technologies 10, no. 4 (October 2012): 17–25. http://dx.doi.org/10.4018/jdet.2012100102.

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The authors present a learning platform based on a computer game. Learning games combine two industries: education and entertainment, which is often called “Edutainment.” The game is realized as a strategic game (similar to Risk™), implemented as a module for Moodle CMS, utilizing Java Applet technology. Moodle is an open-source course management system (CMS), which is widely used among universities as an eLearning platform. Java Applet enables development of rich-client applications which are executed in web browser environment. During the game, players receive questions from specified Moodle quiz, and all answers are stored back into Moodle system. Students can later verify their score and answers, and examine the test that they actually worked on during the game. This system supports synchronous as well as asynchronous interaction between players.
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21

Waluyan, Guido, and Augie David Manuputty. "Evaluasi Kinerja Tata Kelola TI Terhadap Penerapan Sistem Informasi Starclick Framework COBIT 5 (Studi Kasus: PT. Telekomunikasi Indonesia, Tbk Semarang)." Jurnal Nasional Teknologi dan Sistem Informasi 2, no. 3 (December 18, 2016): 157–66. http://dx.doi.org/10.25077/teknosi.v2i3.2016.157-166.

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Abstract— Information Technology (IT) Governance used for building a system to help companies in the decision-making process which involve stakeholders and all the company elements. PT. Telekomunikasi Indonesia, Tbk. engaged in Telecommunication, Information, Media, Edutainment and Services (“TIMES”) and aim of giving a competitive price with high quality TIMES that becoming the best corporation-management model in Indonesia. Starclick is one of the Information System, which support business objectives in sales process using a map. To ensure the quality of IT governance on that application, framework as reference model is required. Control Objective for Information and related Technology (COBIT) providing a best-practice reference that covers the entire business organization and explained it in a structured-logical activity that effectively can be manage and control. The result of this study is the measurement of capability level only reach manage process level. Keyword— COBIT 5, Information System, IT Governance, Telkom Semarang, Qualitative. Intisari— Tata kelola Teknologi Informasi (TI) digunakan untuk membangun suatu sistem yang membantu perusahaan dalam proses pengambilan keputasan dimana melibatkan para pemangku kepentingan dan elemen-elemen terkait dalam perusahaan. PT. Telekomunikasi Indonesia, Tbk. adalah perusahaan yang bergerak dibidang layanan Telecommunication, Information, Media, Edutainment dan Services (“TIMES”) dengan tujuan memberikan layanan TIMES yang berkualitas tinggi dengan harga yang kompetitif dan menjadi model pengelolaan korporasi terbaik di Indonesia. Usaha dalam menunjang tujuan bisnis telah didukung oleh beberapa Sistem Informasi (SI) antara lain Starclick yang mendukung proses penjualan menggunakan peta. Diperlukan suatu kerangka kerja sebagai reference model, untuk memastikan kualitas tata kelola TI pada penerapan aplikasi “Starclick” tersebut. Control Objective for Information and related Technology (COBIT) menyediakan referensi best practice yang mencakup keseluruhan proses bisnis organisasi dan memaparkannya dalam struktur aktivitas-aktivitas logis yang dapat dikelola dan dikendalikan secara efektif. Hasil dari penelitian pengukuran tingkat kapabilitas baru mencapai level manage process. Kata Kunci— COBIT 5, Sistem Informasi, Tata Kelola TI, Telkom Semarang, Kualitatif.
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Evans, Emily. "Gamification in a Year 10 Latin Classroom: Ineffective ‘Edutainment’ or a Valid Pedagogical Tool?" Journal of Classics Teaching 17, no. 34 (2016): 1–13. http://dx.doi.org/10.1017/s2058631016000192.

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The aim of this study is to assess the pedagogical soundness and validity of introducing an overarching gamified lesson structure to a Year 10 Latin class. Gamification can be defined simply as the process by which elements of game design (for example competition and point scoring) are incorporated into alternative contexts, including education (Yee, 2013, p. 335). This study will seek to measure the effect of a gamified course structure on two elements: students' ability to fulfil lesson objectives, and their general attitude and motivation towards formative work. Very recently, examples of gamified learning environments have arisen in the Latin classroom (Gloyn, 2015 and Pike, 2015). Although this is a small pool of samples, the contemporary nature of the publications shines a light on the possibility that gamification is an emergent pedagogical tool. This has provided the impetus for the following study of the effectiveness of an overarching gamified structure on Year 10 students' attainment and attitude towards the study of Latin. If successful, this topic has promising transfer potential, as it could be used as the basis for differentiation, a praise system, or even as a sister project, which provides a structure for tracking and rewarding formative work outside the classroom.
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Dandashi, Amal. "An Arabic edutainment system: Using multimedia and physical activity to enhance the cognitive experience for children with intellectual disabilities." Qatar Foundation Annual Research Forum Proceedings, no. 2013 (November 2013): ICTP 046. http://dx.doi.org/10.5339/qfarf.2013.ictp-046.

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24

Stoian, Viorel, Mircea Nitulescu, and Cristina Pana. "Intelligent Live Environment Design with Assistive Robots for Vulnerable Persons." Solid State Phenomena 147-149 (January 2009): 86–94. http://dx.doi.org/10.4028/www.scientific.net/ssp.147-149.86.

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We present in this paper several ideas about the usability of the robotic arms and mobile robots as an assistive technology in a smart house where people with disabilities daily live. First, psychological and social aspects of smart home technology are presented and after that the modularity and standardization processes are discussed. Next we propose a smart house plan, equipped with a mobile robot which has a manipulator arm. This robotic system is used to help vulnerable persons, the handicapped men vehicle seat being equipped with a robotic arm which can manipulate objects by a hyper-redundant gripper. For the control of the processes in the smart house, we propose a hierarchical control system and for the mobile robot we use the artificial potential field method. Also, this paper points out the edutainment concept (EDUcation and enterTAINMENT) by robotics. Finally, some applications are presented.
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Terzagi, Yohanes, and Alvin Hadiwono. "PUSAT EDUKASI SAINS TUBUH DAN TEKNOLOGI." Jurnal Sains, Teknologi, Urban, Perancangan, Arsitektur (Stupa) 1, no. 2 (January 26, 2020): 1623. http://dx.doi.org/10.24912/stupa.v1i2.4475.

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Millennial generation born in the era of technological revival is very influential on the attitude and nature of society. These influences make basic human needs also change functionally. One human need is learning, a way of learning that is different from the previous generation. Learning in this millennial era has used sophisticated and not monotonous technology. The system of delivering knowledge is starting to be more interesting and easier to understand by the millennial generation. The method used in this project is the metaphor of the concept of artificial body manufacture, which replaces the human body with technology or robots that are applied in the design of project buildings. One interesting science for the use of this technology is life & sciences, about the body and human technology. Creating a fun education based on sophisticated systems and technology and introducing people to new and modern science. Edutainment is a place that is sophisticatedly designed, and provides an atmosphere like learning for the future. AbstrakGenerasi millenial yang lahir pada era kebangkitan teknologi ini sangat berpengaruh sekali terhadap sikap dan sifat dari masyarakat. Pengaruh tersebut membuat kebutuhan dasar manusia juga berubah secara fungsional. Salah satu kebutuhan manusia adalah belajar, cara belajar yang sudah berbeda dengan dengan generasi yang sebelumnya. Belajar pada era millenial ini sudah menggunakan teknologi yang canggih dan tidak monoton. Sistem penyampaian ilmu yang diberikan mulai lebih menarik dan lebih mudah untuk dipahami oleh generasi milenial. Metode yang digunakan dalam proyek ini adalah metafora konsep artificial body manufacture, dimana mengantikan body manusia dengan teknologi atau robot yang di aplikasikan di dalam perancangan bangunan proyek. Salah satu ilmu pengetahuan yang menarik untuk penggunaan teknologi ini adalah life & sciences, tentang tubuh dan teknologi manusia. Menciptakan sebuah edukasi yang menyenangkan yang berbasiskan sistem dan teknologi yang canggih serta mengenalkan kepada masyarakan tentang ilmu pengetahuan sains yang baru dan modern. Edutainment merupakan tempat yang di desain secara canggih, serta memberikan suasana seperti belajar untuk masa depan.
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Bordegoni, Monica, Marina Carulli, and Elena Spadoni. "SUPPORT USERS TOWARDS MORE CONSCIOUS FOOD CONSUMPTION HABITS: A CASE STUDY." Proceedings of the Design Society 1 (July 27, 2021): 2801–10. http://dx.doi.org/10.1017/pds.2021.541.

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AbstractDesign for Sustainability is a research area based on a multidisciplinary approach, which has become increasingly important in recent years. Great attention is paid to the design of products that can impact on users' behaviours, through embedded smart technologies, e.g. Internet of Things (IoT). In fact, IoT systems are able to “dialogue” with the users, supporting the identification of any misbehaviour, and suggesting more sustainable ones.This paper presents a research aiming at supporting users towards more conscious food consumption in their daily life to reduce food waste. As a case study, it has been developed an interactive system in which chicken eggs are used as main communication element. Indeed, the environmental footprint of the egg industry is very heavy, and eggs are one of the main wasted food. The interactive system consists of a physical product, an eggs tray, integrating sensors and actuators for handling the interaction with users. It is accompanied by an interactive application for monitoring eggs consumption, displaying eggs waste statistics, and an Augmented Reality part for children, aimed to improve their awareness about food waste and the impact on their food habits through an “edutainment” approach.
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Agus, Cahyono, Pita Asih Bekti Cahyanti, Bambang Suhartanto, and Pipit Noviyani. "Organic Waste Management and Integrated Bio-Cycle Farming System for Sustainable Development in Tropical Ecosystem." Applied Mechanics and Materials 898 (May 2020): 45–50. http://dx.doi.org/10.4028/www.scientific.net/amm.898.45.

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The tropical ecosystem had high biomass productivity but still less in economic values. Integrated Bio-cycle Farming System (IBFS) was an alternative system that harmoniously combines agricultural sectors (agriculture, forestry, animal husbandry, fishery, plantation estate, horticulture) and non-agricultural aspects (industry, household, infrastructure, the marketplace) on integrated ecological management. The key characteristics of IBFS developed in UGM University Farm were (i) an integration of agriculture and non-agriculture sector, (ii) value of environment, esthetics and economics, (iii) rotation and diversity of plants, (iv) artificial and functional biotechnology, (v) management of closed organic cycle, (vi) ecosystem health management, (vii) agropolitan concept, (viii) specific management of plant and (ix) holistic and integrated system. The management of cycle of energy, organic matter and carbon, water, nutrient, production, crop, money conducted through 9R (reuse, reduce, recycle, refill, replace, repair, replant, rebuild, reward) to obtain optimal benefits for global environment and livelihood. The system had a sustainable multifunction and multi-product (food, feed, fuel, fiber, fertilizer, biopharma, water, energy, oxygen, edutainment, eco-tourism). They would meet the expected basic need for daily-, monthly-, yearly- and decade’s income at short-, medium- and long- term periods. IBFS was a good prospect for sustainable economic, environmental, and socio-culture aspects.
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Yoda, Ikushi, Momo Shiroyama, Hirotaka Uesugi, Hironobu Kamagata, and Shoichi Ohta. "Critical Review of Japanese Disaster Medical Education for Citizens: Exploring the Method of Medutainment." Journal of Disaster Research 10, no. 5 (October 1, 2015): 919–28. http://dx.doi.org/10.20965/jdr.2015.p0919.

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Various attempts have been made to disseminate first aid treatment related to disaster medicine to the public. More specifically, employees of fire stations hold seminars and visit schools using textbooks as general practice. However, it is difficult to judge whether attendees are actively involved in them or attending only because they are required to do so. Therefore, a broad survey on books, DVDs, experiential education, and information technology (IT) centering on first aid was conducted using a hierarchical system of ages of intended audience members. This survey was performed to create an IT-based textbook to disseminate to the public first aid techniques that are difficult to learn if low-cost experience-based education is not available. In addition, a new method for “medutainment” (medical edutainment) was studied as a way to teach new disaster medicine guidelines for citizens for medical rescue training.
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Lindinger, Christopher, Roland Haring, Horst Hörtner, Daniela Kuka, and Hirokazu Kato. "Multi-user mixed reality system ‘Gulliver’s World’: a case study on collaborative edutainment at the intersection of material and virtual worlds." Virtual Reality 10, no. 2 (September 6, 2006): 109–18. http://dx.doi.org/10.1007/s10055-006-0047-1.

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Wang, Chao-Ming, and Yu-Hui Lin. "CONSTRUCTION OF A SOMATOSENSORY INTERACTIVE SYSTEM BASED ON COMPUTER VISION AND AUGMENTED REALITY TECHNIQUES USING THE KINECT DEVICE FOR FOOD AND AGRICULTURAL EDUCATION." International Journal of Engineering Science Technologies 5, no. 2 (March 8, 2021): 1–37. http://dx.doi.org/10.29121/ijoest.v5.i2.2021.162.

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A somatosensory interactive system based on computer vision and augmented reality (AR) techniques using the Kinect device is proposed, on which a game of harvesting three kinds of fruit can be played for food and agricultural education. The Kinect is used to capture users’ motion images, the Unity3D is used as the game engine, and the Kinect SDK is used for developing programs, to implement the tasks of face detection and tracking, hand-gesture recognition, and body-model matching and tracking involved in fruit-harvesting activities. AR-based photos of the harvest result can be taken and downloaded as souvenirs. The system was exhibited and observations of the users’ performances as well as interviews with experts and the users were conducted. The collected opinions were used to evaluate the effectiveness of the system, reaching the following conclusions: 1) the interactive experience of using this system is simple and intuitive; 2) the use of body movements for man-machine interaction is given positive reviews; 3) the introduction of somatosensory interactive education can arouse participants’ interest, achieving the effect of edutainment; and 4) the experience of taking commemorative photos can achieve the publicity and promotion effect of food and agricultural education through sharing on social media.
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Indriliza, Lola, and Iswendi Iswendi. "Efektivitas Penggunaan Media Permainan Ludo Kimia Berbasis Chemo-Edutainment (CET) Pada Materi Sistem Koloid Terhadap Hasil Belajar Siswa Kelas XI SMAN 3 Pariaman." Edukimia 1, no. 2 (August 10, 2019): 15–23. http://dx.doi.org/10.24036/ekj.v1.i2.a16.

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This research is motivated by the lack of student participation in doing the exercises and the ineffectiveness of individual training because they are not competitive. This study aims to reveal the effectiveness of the use of chemo-edutainment-based ludo chemical (CET) games on the Colloid System material on the learning outcomes of class XI students of SMAN 3 Pariaman. The type of research used was a quasi-experimental design with a non-equivalent control group design. The population in this study were students of class XI MIPA SMAN 3 Pariaman. The research sample was taken using a purposive sampling technique so that the XI MIPA 1 class was selected as the experimental class and XI MIPA 2 class as the control class. Research data includes learning outcomes from the cognitive domain. The research instrument is a test of learning outcomes in the form of multiple choice questions that have been tested. The data analysis technique used was the two average similarity test (t-test) to determine the differences in learning outcomes and the N-Gain test to determine the increase in student understanding. The results showed an increase in understanding of learning outcomes that were better in the experimental class than in the control class. This is evidenced by the average posttest value of the experimental and control classes of 84.33 and 78.78 respectively and supported by hypothesis testing carried out by the t-test, namely count (2.607) t1-α (1.67) at the level of reality α = 0.05 with dk = 70 and opportunities t0.95. This is also evidenced by the average experimental class N-Gain test of 0.77 with a high category and a control class of 0.67 with a moderate category. Thus it can be concluded that the use of media is an effective game of ludo chemical chemo-edutainment (CET) with a high category in improving the learning outcomes of class XI students of SMAN 3 Pariaman.
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Pratiwi, Heny, Ita Arfyanti, and M. Za’iem Sururi. "Membangun Game Edutainment “Pengenalan Komputer” Menggunakan Shuffle Random (SR) Dan Finite State Machine (FSM) Untuk Anak Tunagrahita Ringan." J-SAKTI (Jurnal Sains Komputer dan Informatika) 3, no. 2 (September 13, 2019): 307. http://dx.doi.org/10.30645/j-sakti.v3i2.149.

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Research to build an Edutainment Game "Introduction to Computers" for mild retarded children is a study designed for teachers to deliver material to special school students (SLB) with special needs such as children with visual impairment, hearing impairment, mental retardation, intellectual disability, autism and blindness. . In this game the player will be presented with a variety of learning menus about "Computer Devices" and a game menu consisting of a guessing picture quiz to train memory, then there are typing games and labyrinth games to develop motor movements and increase students' responses and interests. Shuffle and Finite State Machine randomization algorithms will be applied in this study, with the aim of arranging the image position to be randomized in the learning menu and typing games as well as randomizing the position of the main characters and enemies in the labyrinth game made in three levels. This is done to improve students' learning and curiosity. The technology applied in this research is intelligent agent (intelligent system) which has a game agent character that will accompany children to learn and play.
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Encarnação, José L., and H. Diener. "Edutainment." Informatik-Spektrum 27, no. 6 (December 2004): 512–15. http://dx.doi.org/10.1007/s00287-004-0437-2.

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Panfilova, Alvina, and Lyubov Larchenko. "Innovative tools for developing soft skills in the context of education transformation." SHS Web of Conferences 97 (2021): 01024. http://dx.doi.org/10.1051/shsconf/20219701024.

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The purpose of the article is to substantiate the use of modern educational technologies, means and tools of influence to achieve the desired result in any field of education, providing specialists with competitiveness and personnel leadership in the digital era. To analyze the current situation in the education system and develop proposals for their improvement, this article uses the results of many years of research obtained within the framework of the author’s scientific and pedagogical school on the development of the communicative potential of a future specialist and its implementation in future practical professional activities. Particular attention is paid to the study of the effectiveness of interactive technologies aimed on the development of students’ cross-cutting competencies and communication skills, as well as modern teaching trends, such as networking and edutainment, the value of which is allowing specialists to better navigate in a rapidly changing world, in various new directions, modern studying courses and technologies and understand the flows of new information. The authors of the article studied in what directions, with the use of what educational technologies it is necessary to develop skills that will be in demand in the next decades.
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Ervina, Ersy, and Adrian Agoes. "The Potential of Bandung Techno Park Core Resources as Tourist Attraction." Journal of Business on Hospitality and Tourism 1, no. 1 (December 28, 2015): 18. http://dx.doi.org/10.22334/jbhost.v1i1.13.

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Bandung Techno Park (BTP) is a Science Park which was established with the primary purpose as a center for technology development and innovation. In the process, Bandung Techno Park attracts many visits from various circles, indicating that at Bandung Techno Park there are resources that could potentially be a visitor attraction. This study aimed to identify the resources of the core (core resources) in Techno Park that can be used as tourism appeal. Method used in this study is the observation to the location of Bandung Techno Park to take the visual data and make records. Then, for more detailed information we conducted a live interview with the manager and the architect as the main resources. From research result it was found few resources of the core attraction in the area of information and communication technology (ICT). Also it was found edutainment concept of the architecture of Bandung Techno Park. The findings of such products as core resources, namely: Mobitick (Mobile Ticketing), U-Kit, Smart Parking System, Posture Check, Incinerator and School Presence System. As the Core resources were identified Techno Park, in this region are expected to be developed into a tourist attraction and become choice of alternative tourism in South Bandung. Further study of the results of this study can be continued for the development of Techno Park as an education tourism product.
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Linert, J., and P. Kopacek. "Robots for Education (Edutainment)." IFAC-PapersOnLine 49, no. 29 (2016): 24–29. http://dx.doi.org/10.1016/j.ifacol.2016.11.065.

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Clini, P., R. Nespeca, and L. Ruggeri. "VIRTUAL IN REAL. INTERACTIVE SOLUTIONS FOR LEARNING AND COMMUNICATION IN THE NATIONAL ARCHAEOLOGICAL MUSEUM OF MARCHE." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLII-5/W1 (May 17, 2017): 647–54. http://dx.doi.org/10.5194/isprs-archives-xlii-5-w1-647-2017.

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Today the ICTs are favourable additions to museum exhibitions. This work aims to realize an innovative system of digital exploitation of artefacts in the National Archaeological Museum of Marche (MANaM), in order to create a shared museum that will improve the knowledge of cultural contents through the paradigm "learning by interacting" and “edutainment”. <br><br> The main novelty is the implementation of stand-alone multimedia installations for digital artefacts that combine real and virtual scenarios in order to enrich the experience, the knowledge and the multi-sensory perception. <br><br> A Digital Library (DL) is created using Close Range Photogrammetry (CRP) techniques applied to 21 archaeological artefacts belonging to different categories. Enriched with other data (texts, images, multimedia), all 3D models flow into the cloud data server from which are recalled in the individual exhibitions. In particular, we have chosen three types of technological solutions: VISUAL, TACTILE, SPATIAL. All the solutions take into account the possibility of group interaction, allowing the participation of the interaction to an appropriate number of users. Sharing the experience enables greater involvement, generating communicative effectiveness much higher than it would get from a lonely visit. From the “Museum Visitors Behaviour Analysis” we obtain a survey about users’ needs and efficiency of the interactive solutions. <br><br> The main result of this work is the educational impact in terms of increase in visitors, specially students, learning increase of historical and cultural content, greater user involvement during the visit to the museum.
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Deggim, S., T. P. Kersten, F. Tschirschwitz, and N. Hinrichsen. "SEGEBERG 1600 – RECONSTRUCTING A HISTORIC TOWN FOR VIRTUAL REALITY VISUALISATION AS AN IMMERSIVE EXPERIENCE." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLII-2/W8 (November 13, 2017): 87–94. http://dx.doi.org/10.5194/isprs-archives-xlii-2-w8-87-2017.

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The 3D reconstruction of historic buildings and cities offers an opportunity to experience the history of relevant objects and their development over the centuries. Digital visualisations of such historic objects allow for a more natural view of history as well as showing information that is not possible in a real world setting. New presentation forms, such as the virtual reality (VR) system HTC Vive, can be used to disseminate information in another dimension and simplify the access by changing the user’s viewpoint from a listener and viewer into being an integrated part of an interactive situation. In general, this approach is a combination of education and entertainment, also known as “edutainment” or “gamification”, a term used in the education sector as describing where motivation to learn is encouraged through adding a competitive element. It is thus a step away from simple <i>consumption</i> of information towards <i>experiencing</i> information and a more literal interpretation of “living history”.<br><br> In this contribution, we present the development of a 3D reconstruction of the two towns Segeberg and Gieschenhagen (today: Bad Segeberg) in Schleswig-Holstein, Germany in the Early Modern Age around 1600. The historic landscape and its conversion from a reconstructed virtual town model into an interactive VR application is also described. The reconstruction is based on a recent digital terrain model as well as survey data of surviving buildings, historic visual information based on historic drawings and written accounts from that era. All datasets are combined to a single walkable virtual world that spans approximately 3 km².
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Pysmennyi, Vitalii. "Using financial board games in teaching financial literacy at general secondary education institutions." Problems of Education, no. 1(94) (July 9, 2021): 146–57. http://dx.doi.org/10.52256/2710-3986.1-94.2021.09.

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The article substantiates the ways of using educational games to teach financial literacy at level of secondary school in Ukraine. The methodology of conducting original financial games is described in brief and the influence of the latter on shaping a financially literate next generation is proved. The article presents an overview of the «Ponzi Scheme» board game, which was created to provide children with a clear explanation of Ponzi schemes and risks of monetary losses inherent to such illegal means of moneymaking. It is established that in addition to important educational aspects, the children develop a habit of making informed financial decisions in the course of playing. Research has shown that nowadays fraudsters have become so convincing that it is very difficult to distinguish between them from the real employees of financial institutions. The «Financial Fraudsters» board game enables players to learn specific communicative skills necessary to avoid various types of financial fraud, therefore the authors substantiate the methodology of enacting it. The article considers the peculiarities of playing the «Economy is Alive» board game, which is designed to demonstrate the human impact on the environment and the need for conservation of resources. The game makes it possible to master the comprehension of the relationships between objects and phenomena and creates the basis for environmentally conscious upbringing of children by satisfying their curiosity and involving them in active observation of the environment. Approbation of these games has shown that they organically combine the theory that makes learning exciting and the practice that clarifies the knowledge acquired by the educational process participants. In view of the research results, it is determined that under modern conditions edutainment must become a significant supplement to the classical methods of teaching financial literacy within the system of general secondary education in Ukraine.
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Lee, Chang Jo, Seon Hee Park, and Tea Jun Choi. "Edutainment Combination through the Development of Multiple Control Systems." Joural of the Korea Entertainment Industry Association 9 (February 28, 2015): 147. http://dx.doi.org/10.21184/jkeia.2015.02.9.0.147.

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Paracha, Samiullah, and Osamu Yoshie. "A Robust Interactive Narrative Framework for Edutainment." International Journal of Interactive Communication Systems and Technologies 2, no. 1 (January 2012): 18–35. http://dx.doi.org/10.4018/ijicst.2012010102.

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Over the last decade, interactive edutainment systems have not only moved into the mainstream, they have spread beyond the niche area of interest in the field of artificial intelligence. Edutainment, also known as educational entertainment or entertainment-education, denotes those software applications that are designed to educate, as well as provide fun. Presented is an interactive narrative framework that has been applied to develop the Shimpai Muyou!, an interactive drama in virtual reality. This edutainment application was created to help Japanese school-age children develop anti-bullying skills and practice coping strategies through empathic interactions with intelligent virtual agents. Narrative management was used to ensure that virtual situations led to the desired learning outcomes. A computer agent was employed as a story manager to select appropriate episodes and characters that would potentiate the occurrence of certain events favoring particular authored purposes. Although the situations were pre-designed, the characters autonomously decided their actions while performing their roles. Qualitative data obtained through several small group discussions with twenty 5th and 6th graders are presented.
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Tabuchi, Yoshihiro, Norihiro Abe, Hirokazu Taki, and Shoujie He. "Synchronization between audiovisual and haptic feeling for constructing edutainment systems." Virtual Reality 12, no. 1 (March 2008): 27–36. http://dx.doi.org/10.1007/s10055-008-0085-y.

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Johri, Mira, Dinesh Chandra, Karna Georges Kone, Marie-Pierre Sylvestre, Alok K. Mathur, Sam Harper, and Arijit Nandi. "Social and Behavior Change Communication Interventions Delivered Face-to-Face and by a Mobile Phone to Strengthen Vaccination Uptake and Improve Child Health in Rural India: Randomized Pilot Study." JMIR mHealth and uHealth 8, no. 9 (September 21, 2020): e20356. http://dx.doi.org/10.2196/20356.

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Background In resource-poor settings, lack of awareness and low demand for services constitute important barriers to expanding the coverage of effective interventions. In India, childhood immunization is a priority health strategy with suboptimal uptake. Objective To assess study feasibility and key implementation outcomes for the Tika Vaani model, a new approach to educate and empower beneficiaries to improve immunization and child health. Methods A cluster-randomized pilot trial with a 1:1 allocation ratio was conducted in rural Uttar Pradesh, India, from January to September 2018. Villages were randomly assigned to either the intervention or control group. In each participating village, surveyors conducted a complete enumeration to identify eligible households and requested participation before randomization. Interventions were designed through formative research using a social marketing approach and delivered over 3 months using strategies adapted to disadvantaged populations: (1) mobile health (mHealth): entertaining educational audio capsules (edutainment) and voice immunization reminders via mobile phone and (2) face-to-face: community mobilization activities, including 3 small group meetings offered to each participant. The control group received usual services. The main outcomes were prespecified criteria for feasibility of the main study (recruitment, randomization, retention, contamination, and adoption). Secondary endpoints tested equity of coverage and changes in intermediate outcomes. Statistical methods included descriptive statistics to assess feasibility, penalized logistic regression and ordered logistic regression to assess coverage, and generalized estimating equation models to assess changes in intermediate outcomes. Results All villages consented to participate. Gaps in administrative data hampered recruitment; 14.0% (79/565) of recorded households were nonresident. Only 1.4% (8/565) of households did not consent. A total of 387 households (184 intervention and 203 control) with children aged 0 to 12 months in 26 villages (13 intervention and 13 control) were included and randomized. The end line survey occurred during the flood season; 17.6% (68/387) of the households were absent. Contamination was less than 1%. Participation in one or more interventions was 94.0% (173/184), 78.3% (144/184) for the face-to-face strategy, and 67.4% (124/184) for the mHealth strategy. Determinants including place of residence, mobile phone access, education, and female empowerment shaped intervention use; factors operated differently for face-to-face and mHealth strategies. For 11 of 13 intermediate outcomes, regression results showed significantly higher basic health knowledge among the intervention group, supporting hypothesized causal mechanisms. Conclusions A future trial of a new intervention model is feasible. The interventions could strengthen the delivery of immunization and universal primary health care. Social and behavior change communication via mobile phones proved viable and contributed to standardization and scalability. Face-to-face interactions remain necessary to achieve equity and reach, suggesting the need for ongoing health system strengthening to accompany the introduction of communication technologies. Trial Registration International Standard Randomized Controlled Trial Number (ISRCTN) 44840759; https://doi.org/10.1186/ISRCTN44840759
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Isacsson, Annica, and Ulrike Gretzel. "Facebook as an edutainment medium to engage students in sustainability and tourism." Journal of Hospitality and Tourism Technology 2, no. 1 (March 22, 2011): 81–90. http://dx.doi.org/10.1108/17579881111112430.

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PurposeEmerging technologies offer an ever expanding variety of means to support and enrich learning environments. However, there is currently a lack of information on how to best implement new media in tourism and hospitality education. This paper aims to describe an example of an international, collaborative learning project that involves Facebook so that future practice regarding social media use in teaching can be informed.Design/methodology/approachThis paper adopts a case study approach to describe in detail how Facebook was used to foster self‐directed learning about sustainable tourism.FindingsThe findings presented in the paper are based on the postings of the students in Facebook as well as student and faculty reflections on the success of the project. Overall, the project was a success and led to the construction of a useful, current and engaging knowledge base about sustainable tourism. Also, the students appreciated the more informal learning environment. However, there were clear barriers to collaboration that could not be overcome by using Facebook. In addition, not all students were equally engaged and some clearly lacked experience with the medium.Originality/valueThe paper documents the use of Facebook in support of a collaborative learning project to illustrate the potential of social media in creating engaging learning environments. It situates the case study in the theoretical discussion of the value of edutainment and the promise of social media to foster self‐directed and social learning. The findings provide theoretical implications for the conceptualization of social media use in education and practical implications for tourism and hospitality educators who would like to integrate social media in their teaching.
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Wang, An Ping, and Pau Lo Hsu. "The integration and realisation of the distributed edutainment biped humanoid robot." International Journal of Computer Applications in Technology 36, no. 2 (2009): 108. http://dx.doi.org/10.1504/ijcat.2009.027859.

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Silverman, Barry G., Michael Johns, Ransom Weaver, and Josh Mosley. "Gameplay, Interactive Drama, and Training: Authoring Edutainment Stories for Online Players (AESOP)." Presence: Teleoperators and Virtual Environments 16, no. 1 (February 1, 2007): 65–83. http://dx.doi.org/10.1162/pres.16.1.65.

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This paper describes initial efforts at providing some of the technological advances of the videogame genres in a coherent, accessible format to teams of educators. By providing these capabilities inside an interactive drama generator, we believe that the full potential of educational games may eventually be realized. Sections 1 and 2 postulate three goals for reaching that objective: a toolset for interactive drama authoring, ways to insulate authors from game engines, and reusable digital casts to facilitate composability. Sections 3 and 4 present progress on those tools and an in-depth case study that made use of the resulting toolset to create a large interactive drama. We close with lessons learned to date and a look at the remaining challenges: the unpleasant reality that state-of-the-art tools are not yet able to boost the productivity of edutainment authors.
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Clarkson, Graham, Chris Garforth, Peter Dorward, George Mose, Carlos Barahona, Francisco Areal, and MacKenzie Dove. "Can the TV makeover format of edutainment lead to widespread changes in farmer behaviour and influence innovation systems? Shamba Shape Up in Kenya." Land Use Policy 76 (July 2018): 338–51. http://dx.doi.org/10.1016/j.landusepol.2018.05.011.

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Furuya, Takashi, and Haruo Hayashi. "Special Issue on Creating Community-Based Robust and Resilient Society." Journal of Disaster Research 10, no. 5 (October 1, 2015): 791–93. http://dx.doi.org/10.20965/jdr.2015.p0791.

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The “risk society” has become a key 21st century theme due to the economic expansion and population explosion spurred by science and technology development during the 20th century. We must create societies resilient against risk to preserve well-being and continue sustainable development. Although the ideal would be to create a society free from disaster and crisis, resources are limited. To achieve a more resilient society using these resources, we must become wise enough to identify the risks threatening society and clarify how we are to prepare against them. The traditional engineering approach is limited by its aim to reduce damage reduction as functional system of hazard, exposure, and vulnerability by focusing on mitigative action. We must instead add two factors – human activity and time dependency after a disaster – to make society more risk-resilient. The Research Institute of Science and Technology for Society (RISTEX) of the Japan Science and Technology Agency (JST) seeks to create new social, public, and economic value by solving obvious problems in society. In promoting science and technology R&D for society, RISTEX supports the building of networks enabling researchers and stakeholders to cooperate in solving societal problems. Our initiatives use R&D employing knowledge in the field of the humanities and social sciences, combined with natural sciences and technologies. Based on these existing accumulated knowledge and skills, scientifically verifying issues and lessons learned from these disasters, RISTEX launched a new R&D focus area, entitled “Creating a Community-Based Robust and Resilient Society,” in 2012. This R&D focus is to develop disaster risk reduction systems making society robust and resilient in the face of large-scale disasters. Two crucial key words in this focus area are “community” and “links.” Specifically, we must reexamine community frameworks to facilitate how diverse elements of society – industry, academia, government, and citizens – can be linked and activated in overcoming complex widespread disasters. Our R&D focus is grounded in the reality of urban and regional areas, and fosters mutual multilayered cooperation. In this issue, which mark the half-way point in the six-year RISTEX R&D focus program, we present 13 papers of reports on R&D studies selected by RISTEX in fiscal years 1 and 2, reviews appraising the academic significance of these reports, and studies that introduce new findings obtained through experimental studies. Seven papers resulted from four projects in the first year, three dealing with postdisaster reconstruction. The first, the Land Conservation and Resilience after Flooding Disaster project, deals with assisting in farmland restoration following heavy rainfall. Based on a detailed activity survey and geographical analysis, the report discusses significant roles played by community and incorporated non-profit organizations collaborating with groups outside affected areas. Of the two reports on the Redevelopment of Tsunami Impacted Coastal Regions, one analyzes the reconstruction planning process of a district completing its group relocation relatively early among communities in coastal regions devastated by the Great East Japan earthquake and tsunami. The other describes the computer reconstruction of village swept away by the tsunami, workshops conducted to improve reconstruction accuracy and the process by which community identity is strengthened by sharing common memories. Reports on the Disaster Mitigation Project of Traditional Buildings discuss current and future prospects for comprehensive disaster mitigation efforts in preservation districts based on a questionnaire focusing on the social capital in preservation districts for groups of traditional buildings. They also present results of action research aimed at community building based on connecting the historic townscape with people and organizations. The last first-year project deals with Computer-Assisted Structuring of Disaster Information. Related papers propose the design of a database schema for effectively processing disaster management information and use of natural-language processing to assist in this process. They also discuss issues related to the construction of an online information processing system for facilitating information coordination at disaster response headquarters that must process vast amounts of information in disaster response efforts. Six papers resulted from four projects among those selected in the second year. A paper on Resilient Metropolitan Areas Creation proposes multiscale community-based disaster mitigation planning preparing for a Nankai megathrust earthquake based on the need for a diverse region-wide discussion. They also report on workshops conducted based on this approach. One of two reports on Edutainment Disaster Relief Training proposes a sustainable training model based on scientific analysis of disaster medicine training – the first such attempt in medical relief. It describes implementation of an actual drill. The other report points out the need to classify disaster medicine learners into several hierarchical levels and discusses elements necessary for developing training programs as medutainment based on a comprehensive review of domestic sources on educational approaches and disaster medicine. The report on Structuring an Autonomous Regional Disaster Prevention Community describes how safety measures adopted since the 2011 Great East Japan earthquake by fire companies suffering many casualties from the disaster are effective in regions at risk of disasters other than tsunamis such as landslides. The report the Life Recovery of Public Rented Temporary Housing Dwellers presents ethnography and interview survey results with residents of public rented temporary housing regarding elements of life recovery such the housing situation, income and livelihood. Many field specialists agree it is essential to integrate science and technology in promoting R&D helping reduce disaster risks while achieving a resilient society. We must now put this concept into practice to ensure that research results are implemented. In effective risk and crisis communication, we focus on key prerequisites of people and society. We also address social issues using accumulated knowledge and technologies in individual fields as a starting point and linking these to the launch of new social implementations for achieving a resilient society. We express our sincere thanks and appreciation to all of the authors and reviewers involved in this special issue for their invaluable contributions and support.
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"A Somatosensory Edutainment System Based on Plant Growth Simulation of L-system." International Journal of Technology and Engineering Studies 4, no. 3 (June 25, 2018). http://dx.doi.org/10.20469/ijtes.4.10002-3.

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., Kustyarini, Sri Utami, and Endang Koesmijati. "The Effectiveness of Interactive Learning Media Based on Edutainment in Writing Skills for Text Procedure." KnE Social Sciences, September 2, 2020. http://dx.doi.org/10.18502/kss.v4i12.7631.

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Writing text procedures is one form of text type found in Indonesian language learning that applies the 2013 Curriculum. In this study, researchers focused on writing text procedure skills using edutainment-based learning media. The challenge is implementing a learning system that involves the senses simultaneously. Using a text-based approach, the 2013 Curriculum Indonesian Language Learning trains individuals to solve problems and think critically in accordance with real life. The text that describes a step or way of dealing with it is a text procedure. The main purpose is to make it easier for readers to understand things quickly and precisely. The main objective in this study is to see whether the creation of a happy atmosphere, via the use of edutainment media, will affect the processing, storing and receiving information, and feedback for learning text procedures. The learning outcomes after the use of edutainment-based interactive media procedure for writing text skills increased in comparison to the scores before the use of the media. Therefore, this learning medium is very effective in increasing individual motivation and learning outcomes writing and developing creative ideas. Keywords: efficacy, interactive learning media, edutainment, procedural text, writing skills
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