To view the full text of this article...

Subscribe for faster access!

Subscribe for only $19/month (or $150/year) and receive immediate access to 20,000+ documents/media files.

Purchase individual articles and papers

Purchase fulltext access to individual articles and papers for $9.95 USD each. You can purchase as a guest or save your information for faster access later.

Virtual Reality and Artificial Intelligence to Train Abilities of Diagnosis in Psychology and Psychiatry

New Search

Print Abstract

E-mail Abstract

Full Text

Save to My Collections

Export Citation

Gutierrez-Maldonado, J., Alsina, I., Ferrer, M. & Aguilar, A. (2008). Virtual Reality and Artificial Intelligence to Train Abilities of Diagnosis in Psychology and Psychiatry. In J. Luca & E. Weippl (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2008 (pp. 5871-5876). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/29198.

• Share:
• 
• 
• 
• 
• 
• 
• 

Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2008
Vienna, Austria
June 30, 2008
ISBN 1-880094-65-7
  Joseph Luca & Edgar R. Weippl
AACE

More Information on EDMEDIA
Table of Contents

Authors

Jose Gutierrez-Maldonado, Iván Alsina, Marta Ferrer, University of Barcelona, Spain; Angel Aguilar, University of Bacelona, Spain

Abstract

The diagnostic interview in Mental Health Sciences involves a series of abilities that require sound training. This training should be provided under guidance from a professor in controlled settings that mimic real-life situations as closely as possible, but in the initial stages the interaction with real patients should be avoided. Precisely, the objective of this study was to develop a system constructed with artificial intelligence and 3D design applications that creates an environment in which the trainee can interact with a group of simulated patients. These virtual patients are realistic objects that can interact in real-time with the user using a series of parameters that define their verbal, emotional and motor responses. From them the trainee must obtain the data needed to make an accurate diagnosis. The high level of flexibility and interactivity increases the trainees’ sensation of participating in the simulated situation, leading an improving of the learning of the skills required.

Keywords

• Virtual Environments
• Intelligence
• Educational Technology
• Artificial Intelligence
• Human Computer Interaction

Also Read

• A REVIEW OF WEB-BASED LEARNING SYSTEMS FOR PROGRAMMING
• Course-Barometer: Compensating for the loss of informal feedback in Distance Education
• Connections and Contexts: The Birth, Growth and Death of Online Learning Communities
• Learning Anytime, Anywhere: An Ipod Touch Mobile Learning Experience @ Yusof Ishak (YI) Secondary School, Singapore
• mLearning in a New Zealand Secondary School: A Case Study
• Global Themes and Future Trends of Mobile Learning: Data Mining of Publications in AACE EDITLib Digital Library Database
• Standards for Educational, Edutainment, and Developmentally Beneficial Computer Games
• Does Going Mobile Always Make Learning Better?

Tags