Ambient Intelligence: 12th European Conference, AmI 2015, by Boris De Ruyter, Achilles Kameas, Periklis Chatzimisios,

By Boris De Ruyter, Achilles Kameas, Periklis Chatzimisios, Irene Mavrommati

This e-book constitutes the refereed complaints of the twelfth eu convention on Ambient Intelligence, AmI 2015, held in Athens, Greece, in November 2015.

The 21 revised complete papers awarded including five brief papers have been rigorously reviewed and chosen from forty eight submissions. over the last two decades, the imaginative and prescient of Ambient Intelligence has steadily materialized right into a plethora of applied sciences and units, that are being brought into virtually each element of way of life, hence affecting our talents, actions, habit and within the end,shaping a brand new manner of thinking.

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CH, WHO Ed, Geneva (2007) 41. : Supporting young children in ambient intelligence environments. D. Thesis, University of Crete (2015) 42. : An augmented interactive table supporting preschool children development through playing. In: The Proceedings of the 2012 AHFE International Conference (4th International Conference on Applied Human Factors and Ergonomics), San Francisco, California, USA, pp. 744–753, 21–25 July 2012. [CD-ROM]. USA Publishing (ISBN 978-0-9796435-5-2) 43. : Building a sensory infrastructure to support interaction and monitoring in ambient intelligence environments.

The Tower Game supports playing through tangible interaction with augmented artifacts. More specifically, the game allows children to learn, identify and compare six different colors on each side of a smart dice with those illustrated on the path of the game. Some of the body functions involved in Tower Game are: (a) mental functions related to color discrimination and symbols representation of numbers, pictures and other visual stimuli, as well as to visual spatial perception and processing of acoustic Fig.

AmI 2015, LNCS 9425, pp. 17–33, 2015. 1007/978-3-319-26005-1_2 18 E. Zidianakis et al. into the environment and is not necessarily visible. It is estimated that this market will be worth over €30B in a few years. ICT has the potential to provide novel opportunities for children to develop and be creative, to develop generic learning skills and aptitudes and to practice their social skills [27]. Under this perspective, ICT can be seen as a new tool that could and should be incorporated into existing early-years practice in developmentally appropriate ways, supplementing, but not replacing, other important first-hand experiences and interactions and accompanied by quality adult input [33, 37].

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