This paper seeks to explore how the marginal cost equations, together with opportunity costs and ... more This paper seeks to explore how the marginal cost equations, together with opportunity costs and the transmission loss coefficients define generation and transmissions in the power generation industry.
Autistic children and challenged learners in developing countries are often marginalized, but in ... more Autistic children and challenged learners in developing countries are often marginalized, but in larger cities several non-profit special schools are opening up to technological interventions. Working with two schools with such initiatives in New Delhi, India, we explored embodied interaction and learning experiences within the classroom environment, using computer supported cooperative gameplay. We designed, deployed and evaluated two gesture based games -a collaborative balloon game for children in the ASD spectrum and a virtual shopping game for challenged learners. The development of these games was informed by a field study, to identify problems, methods and guidelines for designing them for this audience. Our research goals were to investigate the general perception of embodied learning, and if these system actually affects a child's learning, reactions and behavior. Our results indicate a strong preference for embodied interactions for learning. Furthermore, these games illustrate the potential of motivating social interaction by virtue of joint attention, and collaborative learning in terms of their mathematical ability.
This paper seeks to explore how the marginal cost equations, together with opportunity costs and ... more This paper seeks to explore how the marginal cost equations, together with opportunity costs and the transmission loss coefficients define generation and transmissions in the power generation industry.
Autistic children and challenged learners in developing countries are often marginalized, but in ... more Autistic children and challenged learners in developing countries are often marginalized, but in larger cities several non-profit special schools are opening up to technological interventions. Working with two schools with such initiatives in New Delhi, India, we explored embodied interaction and learning experiences within the classroom environment, using computer supported cooperative gameplay. We designed, deployed and evaluated two gesture based games -a collaborative balloon game for children in the ASD spectrum and a virtual shopping game for challenged learners. The development of these games was informed by a field study, to identify problems, methods and guidelines for designing them for this audience. Our research goals were to investigate the general perception of embodied learning, and if these system actually affects a child's learning, reactions and behavior. Our results indicate a strong preference for embodied interactions for learning. Furthermore, these games illustrate the potential of motivating social interaction by virtue of joint attention, and collaborative learning in terms of their mathematical ability.
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Papers by Sagar Chandola