Chapter 7. Ontology-Driven Learning Activities
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Ontology-driven Education: Teaching Anatomy with Intelligent 3D Games on the Web Trond Nilsen A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Washington 2015 Reading Committee: Thomas Furness, Chair James Brinkley Christina Mastrangelo Steve Tanimoto John Clark Program Authorized to Offer Degree: Industrial & Systems Engineering ©Copyright 2015 Trond Nilsen University of Washington Abstract Ontology-driven Education: Teaching Anatomy with Intelligent 3D Games on the Web Trond Nilsen Chair of the Supervisory Committee: Thomas Furness, Professor Industrial & Systems Engineering Human anatomy is a challenging and intimidating subject whose understanding is essential to good medical practice, taught primarily using a combination of lectures and the dissection of human cadavers. Lectures are cheap and scalable, but do a poor job of teaching spatial understanding, whereas dissection lets students experience the body’s interior first-hand, but is expensive, cannot be repeated, and is often imperfect. Educational games and online learning activities have the potential to supplement these teaching methods in a cheap and relatively effective way, but they are difficult for educators to customize for particular curricula and lack the tutoring support that human instructors provide. I present an approach to the creation of learning activities for anatomy called ontology-driven education, in which the Foundational Model of Anatomy, an ontological representation of knowledge about anatomy, is leveraged to generate educational content, model student knowledge, and support learning activities and games in a configurable web-based educational framework for anatomy. To Svanaug and Alan, my parents Acknowledgements I am grateful for the help and support of many people during the preparation of this work. I would particularly like to thank the members of my committee Tom Furness, Jim Brinkley, Steve Tanimoto, Christina Mastrangelo, and John Clark for their advice and support, with special thanks to Tom and Jim for their assistance with funding throughout my time at the University of Washington. I would also like to thank Onard Mejino, Todd Detwiler, Nolan Nichols, Melissa Clarkson, and the other members of the Structural Informatics Group for their assistance with the Foundational Model of Anatomy and related technologies; the students in the CSE 590D seminar and the many friends and colleagues with whom I have had productive game design discussions over the years; my sister, Maja, for her help with proof-reading; and, most importantly, my lovely wife, Bridget, whose support and unswerving belief in me helped me keep moving forward when it seemed I was going nowhere. Ontology-driven Education: Teaching Anatomy with Intelligent 3D Games on the Web Trond Nilsen Table of Contents Table of Contents .................................................................................................. 5 Chapter 1. Introduction ..................................................................................... 13 1.1 Teaching Anatomy .................................................................................. 16 1.2 Computer-based Learning – Resources, Activities, and Games ...................... 18 1.2.1 Strengths ......................................................................................... 19 1.2.2 Challenges ....................................................................................... 21 1.3 Anatomical Knowledge Representation ....................................................... 24 Chapter 2. Background ...................................................................................... 26 2.1 Vision - Ontology Driven Education ........................................................... 27 2.1.1 Ontology - definition ......................................................................... 28 2.2 Games and Learning activities .................................................................. 29 2.2.1 Mayer’s multimedia theory and games ................................................. 30 2.3 Anatomy ................................................................................................ 31 2.4 Anatomical Knowledge ............................................................................. 32 2.4.1 Facts ............................................................................................... 33 2.4.2 Skills ............................................................................................... 34 2.4.3 Concepts ......................................................................................... 35 2.5 Foundational Model of Anatomy ................................................................ 36 2.5.1 Entities ............................................................................................ 37 2.5.2 Relationships .................................................................................... 38 2.5.3 Inference ......................................................................................... 38 2.5.4 Querying Engines .............................................................................. 39 5 Ontology-driven Education: Teaching Anatomy with Intelligent 3D Games on the Web Trond Nilsen 2.6 Applying Technology to Tutoring and Education .......................................... 42 2.6.1 The Trinity Model of Tutor Design ....................................................... 43 2.7 Game Engines ........................................................................................ 52 2.7.1 Choosing a Game Engine ................................................................... 53 2.8 Existing Games and Activities ................................................................... 55 2.8.1 Method - Survey ............................................................................... 56 2.8.2 Games ............................................................................................. 57 2.8.3 Game classification and descriptive vocabulary ..................................... 67 2.8.4 Online Resources .............................................................................. 68 2.8.5 General notes ................................................................................... 73 Chapter 3. Goals & Strategy............................................................................... 75 3.1 Scope .................................................................................................... 76 3.1.1 Assumptions .................................................................................... 76 3.1.2 Audience.......................................................................................... 78 3.2 Research Goals and Strategy .................................................................... 78 3.2.1 Original goals ................................................................................... 79 3.2.2 Final Research questions .................................................................... 80 3.2.3 Caveats ........................................................................................... 80 3.3 Dissertation structure. ............................................................................. 82 Chapter 4. Ontology-driven content generation .................................................... 83 4.1 Overview ............................................................................................... 86 4.1.1 Anatomy Engine ............................................................................... 86 4.1.2 Anatomy Viewer Application ............................................................... 87 4.1.3 Scene Builder ................................................................................... 88 4.1.4 Data Visualizer ................................................................................. 89 4.1.5 Anatomy Explorer ............................................................................. 89 4.2 In Depth – Anatomy Engine ..................................................................... 90 4.2.1 Asset Manager .................................................................................. 91 6 Ontology-driven Education: Teaching Anatomy with Intelligent 3D Games on the Web Trond Nilsen 4.2.2 Style Manager .................................................................................. 98 4.2.3 Query Manager ............................................................................... 102 4.2.4 Role-Based Access Controller ........................................................... 105 4.2.5 Text Completion Service .................................................................. 107 4.2.6 Common Graphics Application .......................................................... 108 4.3 In Depth – Anatomy Viewer Application ................................................... 112 4.3.1 Usage ............................................................................................ 114 4.3.2 Implementation .............................................................................. 114 4.3.3 Further development ....................................................................... 114 4.3.4 Extension - The Ghost Anatomy Project ............................................. 115 4.4 In Depth – Scene Builder ....................................................................... 117 4.4.1 Usage ............................................................................................ 118 4.4.2 Implementation