二维码的生成与解码-外文翻译

外文原文TheInternetofThingsisanewparadigmthatisrevolutionizingcomputing.Itisintendedthatallobjectsaroundusareconnectedtothenetwork,providing“anytime,anywhere”accesstoinformation.Thisconceptisgainingground,thankstoadvancesinnanotechnologywhichallowsthecreationofdevicescapableofconnectingtotheInternetefficiently.Nowdaysalargenumberofdevicesareconnectedtotheweb,rangingfrommobiledevicestoappliances.Inthispaperwefocusontheeducationfield,whereInternetofThingscanbeusedtocreatemoresignificantlearningspaces.Inthissense,weproposeasystemthatallowsstudentstointeractwithphysicalsurroundingobjectswhicharevirtuallyassociatedwithasubjectoflearning.Weconductanexperimentalvalidationofourapproach,yieldingevidencethatourmodelimprovesthestudentslearningoutcomes.Keywords:InternetofThings,ubiquitouslearning,NFC,QRCODE1.IntroductionTheInternetofThings(IoT)(orInternetofObjects)isanewparadigmwhichhasbeengainingspace,thankstoadvancesintelecommunicationssuchastheexpansionofbroadbands,thenewIPprotocolversion6andnanotechnologyintegratedintocountlesselectronicdevices,rangingfrommobiledevices,vehicles,appliancesandmore.TheideaoftheInternetofObjectsistointegrateallthesedevicesintothenetwork,whichcanbemanagedfromthewebandinturn,provideinformationinrealtime(wecanknowtheirstatusandfeaturesonline)andalsoallowingtheinteractionwithpeoplewhouseit.Education,asanyhumanactivitynowadays,hasnotbeenimmunetothisphenomenondatingfromthee-learning,m-learninguptotheu-learning,thisfinallyastheleaptothepervasivenessofknowledge.Thepotentialofubiquitouslearningisreflectedinincreasingaccesstolearningcontentandcollaborativelearningenvironmentssupportedbycomputersanytime,andanywhere.Italsoallowstherightcombinationofvirtualandphysicalspaces.Thepurposeofubiquitouscomputingtechnologyisbasicallyimprovinglearningprocesses.Itistryingtoadaptlearningresourcestodifferentcontextsofuseofapprentices.Beinginthisareawheretheinternetofobjectsplaysanimportantroleinlearningprocessesinformalandinformaleducation.Thispaperproposesasystemthatallowsstudentstointeractwithasetofphysicalobjectsinthesurrounding.Eachoftheseobjectshasassociatedone(ormore)virtualobjectwhichprovidesinformationthatallowsthestudenttoreachalearningachievement,ashowtheywork,howitcanbeused,etc.Thiscontentiswhatwewouldaddtotheinternetofobjects.Thepurposeistoallowthestudentstomanipulatetheobjects(bothphysicallyandvirtually)inordertoincreasetheirunderstandingoftheissue.Itcanbefoundseveralacademicprogramswhereitisnecessarytheinteractionofthestudentswiththeobjectsaroundthem,varyingfromhealthstudieswherethestudentscanlearnaboutsomedevicesusedintheclinicalpracticetomechanicalengineeringstudieswhereitisnecessarytheunderstandingoftheinnerworkingsofacombustionengine,forexample.Inthispaper,wehavetakenastepforwardinourinitialresearch,wherethemainideasofourproposalwereoutlined.Particularly,wehaveimplementedaworkingprototypewiththeaimofvalidatingourproposal.Inthissense,weuseasreferencetheintroductorycourseinsystemengineering(relatedtocomputerhardware)attheUniversityofCordoba,Colombia.Sinceitisanintroductorycourse,itisquitefrequentthatthestudentsdonotcapturethemainconcepts,evenreceivingconceptualinformationofsubjectbytheteacherandusingsometechnologicaltools.Inourexperiments,theinternalpartsofthecomputerweretaggedwithNFC(NearFieldCommunication)andQRCODE(QuickResponseCODE)allowingtheassociationwithvirtualobjects.Inordertovalidateourproposal,thestudentsweredividedintotwoindependentgroups,controlandexperimental.TheexperimentalgrouphadaccesstotheInternetofObjectswhereasthecontrolgroupreceivedtraditionallectures.TheexperienceshowedthatstudentswhohadaccesstotheInternetofObjectsimprovetheiracademicresults.Thispaperisorganizedasfollows:thenextsectionpresentstherelatedwork.InSection3ourapproachisdescribed.AcasestudyispresentedinSection4andinSection5wediscusstheobtainedresults.Finally,Section6presentstheconcludingremarks.2.RelatedWorkTheconceptofInternetofObjectswasproposedin1999byKevinAshtonandaimsattheexchangeofinformation.Theoriginofthetermisderivedfromubiquitouscomputing,whichwasconceivedinOlivettiResearchLtd.andXeroxPARClaboratory,inordertoincreasetheuseofcomputers,makingthemavailablethroughoutthephysicalenvironmentbutalsomakingthemeffectivelyinvisibletotheuser.ItisalsocalledPervasiveComputing,beingMarkWeiser(1991)oneoftheleadingresearcherswhocontributedtothedevelopmentofthisarea.Ubiquitouscomputingischaracterizedbysmallcomputersthatcommunicatespontaneously,whichareintegratedinalmosteverydayobjectsthankstotheirsmallsize.TheInternetofthingsstillhaschallengesthatareinherentinitsthreelayers(hardware,infrastructureandapplicationsandservices),inFigure1,youcanseethebasiclayers.Firstlevel:Hardware,thatallowstheinterconnectionofphysicalobjectsthroughsensorsandrelatedtechnologies.Thechallengesassociatedtothislayerarerelatedtominiaturization.Internalcomponentsshouldbesmallerandmoreefficient,althoughtodaytheyareequippedwithdeviceswithprocessing,storageandconnectivitycapability.Capacitiesthatmightbeexpectedtobeincreasedinthenearfuture.Secondlevel:Theinfrastructurelevelcorrespondstotheconnectivitycapacityforinternetaccess,whichiscurrentlywith3Gand4Gnetworks.Thegreatchallengeistoconnectbillionsofdevicesonawirelessnetwork,beingnecessarytheexpansionofbandwidthandtheelectromagneticspectrum.Astelecommunicationsinfrastructureiscurrentlynotsufficetosupporttheinclusionofalargenumberofelectronicdevices,itisachallengethathastobesolvedassoonaspossible.Thirdlevel:Applicationsandserviceslevel,whichisplentyofopportunitiestooffersolutionstosupplyandprovideinformation,fromthephysicaltothevirtualobjects,aswellastheinteractionwithpeople,makinglifeeasierandmoreefficientallthetime.Focusingonservicesandapplicationslevel,therearelotofworksthathavebeendevelopedandisstillposingnewsolutionstoenablepeopleinteractwiththeinternetofobjects.Hposedaframeworktocomputeoptimaltransferroutesandcommunicationparameters.TheyusetheinterrelationshipsbetweenthelayersintheInternetofThings.BaoandChenpresentadynamicmanagementprotocoloftheInternetofThingswiththeaimofprovideanaccurateandresilienttrustassessmentontrustlevelofInternetofThingsentities.Thedynamictrustmanagementprotocolisbasedonmultiplesocialrelationshipsamongdeviceowners.Inresponsetochangesinacommunity-basedenvironment(byknowingthestatusofthenodesandtheiroperations),theprotocolcanadjustthesettingswiththeaimofmaximizetheapplicationperformance.Regardingtheeducationalfield,theobjectiveistocontributetoenhanceteachingandlearningthroughInternetofThings.ItcanbefoundexperiencesproposinganinteractiveEnglishteachingthatintegratesvoiceandvisualsensorstoacquirethepronunciationofstudents.AccordingtoWang,InternetofThingshascharacteristicssuchasmotivation,theplayfulandallowsteacherstoteachstudentsaccordingtotheiraptitude.Teacherscanchoosethebasicmaterialstosuitstudents.Studentsalsolearnattheirownpaceaccordingtotheircapabilities,sotheyarenotlimitedbyaone-size-fits-allprogram.GposedabasicarchitectureforintroduceInternetofthingsintothelearningspaces.ThisinfrastructureusesNFCtechnologytoenablemobilityandinteractionwithphysicalspaces.Thepaperdiscussaboutsomepossibleapplications,theyoutlineaprototypebutnoevaluationwasgiven.DomingoandFornerpresentaworkinprogressattheOpenUniversityofCatalonia(Spain).Itisbasedonanuser-centereddesign,thatincludestheInternetofobjectsandE-learning,withtheaimofimprovinglearningexperience.Ingeneralterms,theInternetofThingshasbeenprovedtobeafuntoolthatallowsstudentstolearninabetterway.3.ProposedModelTheproposedsystemaimstoincreasethelearningoutcomesofthestudentsbytakingadvanceoftheirinteractionwithphysicalobjectsthatsurroundtheminalearningspaceaswellastheirinteractionswiththoseexecutedapplications.Inthiscase,thephysicalobjectsareenrichedwithcontextusingtheInternetofObjectsperspective.ResourcesareaugmentedwithvisualtagsNFCandQRCODE.Eachtagcontainsauniquedatathatidentifiestheobjectandcanbeusedasalinktothevirtualone.Thesystemsupportsmultimediaresourcessuchashypertext,audio,video,animations,etc.ThemobiledevicehasaninterfacethatintegratesNFCandQRCODEtechnologyidentification,allowstheinteractionofobjectswiththestudents.TheaccesstotheserverisdoneviaWebSocketinordertominimizelatencyissuesbetweentheclient,serverandHTTP.TheinternetaccessisachievedbyWi-Fior3Gmobiledevice.Figure2showsthedescriptionofthesystemsarchitectureforInternetofObjects.Theserverisasystemthathasaugmentedlearningobjects,whicharemanagedbytheteacher(viainternet).Theclienthasanapplicationthatisinstalledonthemobiledeviceofthestudent.3.1.ServerRolesTheobjectmanagementinterfaceprovidesinformationofaugmentedobjectsconcerningthelearningactivity,accordingtotheteacherspresetsettings.Inordertodelivertheinformationtothestudent,thesystemwilltakeintoaccounttwodifferentsources(storedintwodatabases):Ontheonehand,thedatabasewhichcontainstudentinformationalongwiththeirprofiles(arecordofthelearningactivitiesandassessmentsresults)and,ontheotherhand,theseconddatabasewillcontaininformationabouttheaugmentedlearningobjects.3.2.ComponentsoftheclientapplicationIthasahybridinterfacebasedonNFCandQRCODEthatallowsinteractionwithphysicalobjects.Inafirststep,whenstudentsbringtheirmobiledevicesneartotaggedobjects,theymustselectthemodeofinteractionintheinterface,whichcanbeNFCorQRCODE.IfstudentschoosetheoptionofNFCreading,thedeviceimmediatelyobtainstheinformationfoundwithinthephysicalobjecttaginNDEFformat(NFCDataExchangeFormat)containingtheidentificationoftheaugmentedobjectontheserver.Inotherwords,analgorithmisusedtodecodetheNDEFandthrowsittotheserver.Asconsequence,thevirtualobjectwillbedisplayed,usingagraphicaluserinterface,inthemobiledevice.InthecaseofQRCODEreadingtheperformanceissimilar,thereaderdecodesthetaginformationandtheuserinterfacedisplaysthelearningresource,whichcanbeananimation,awebsiteresourceorsimpletextoraudiocontents.Incaseofbeingnecessary,thestudentcancompletesomelearningactivitiesandtheirresultsarefinallytransferredtotheserverbythemobiledevice.4.WorkingSystemandcasestudyThecasestudywasapilotexperiencewiththestudentsenrolledinthecourse“IntroductiontoSystemsEngineering”,attheFacultyofSystemsEngineeringoftheUniversityofCordoba,Colombia.Thedurationofthecoursewasoneterm(firstsemester).Theteacherplansapracticalactivitycalled”Identifyinghardwareandcomputeroperations”.Weselectedthistaskbecausethestudentsusuallyhaveseveraldifficultiestounderstandhowthemainelementsinacomputerwork.Thetaskwasdesignedasfollows:LearningObjective:toknowthemostimportanthardwaredevicesofacomputersystemandunderstandthebasicoperationofeachdevice.Activitiesbeforepractice:thesystemprovideslearningobjectsaboutthecomputerhardware.Thestudentsmusthavestudiedthisinformationbeforecomingtopractice;theirpriorknowledgewillbeevaluated.Inpractice:thestudentcomestothelabwiththepurposeofidentifyandunderstandthemainhardwarecomponentsofacomputer.ThelabitselfislabeledwithanNFCtag,whichtransferstheinformationtothemobiledevice.Atthismoment,thesystemrecognizesthatthestudentisalreadyonsite,sothestudent(thedevice)hasinstantinformationaboutthosephysicalobjectsinthelabandthesystemstarttoshowtheactivitiesthathavetobefulfilledbythestudent.ThestudentimmediatelymakesthedifferentreadingsofthoseNFCorQRCODEtagsattachedtotheinnerpartsofacomputer.Thesystem,asfarasthelearnerinteractswiththedifferentobjects,sendstothemobiledevicestheassociatedaugmentedobjects,thatmightusevideooranimationsengineeredtoillustratethedeviceatwork.Thus,eachaugmentedobjectwillexplainhoweachcomponentofthehardwareoperates,howitshouldbeinstalledfornormaloperation,etc.InFigures3.athrough3.dyoucanappreciatethestudentsexperience.Technologyused:tagsRFIDISO1443A,NFCreaders,TabletPC,tagsQRCODE,SamsungGalaxyS3SmartphonewithNFC,Nokia700withNFC,Wi-Fi,WebServerthatcontainstheaugmentedobjects.5.ResultsInourexperimentweusetheresultsobtainedby50studentsenrolledinthecourse“IntroductiontoSystemsEngineering”.TheprincipalaimoftheresearchistodescribehowtheuseofInternetofobjectschangestheoutcomesforthestudents.Inordertoevaluatethesechanges,thestudentswererandomlysplittedintotwoindependentgroups(25studentsineachgroup):controlgroupwhichonlyreceivedtraditionallectures,andexperimentalgroupthatworkwiththeinteractivesystemoftheinternetofobjects.So,teachingresourcesaresettotheindependentvariable,beingacademicperformancethedependentvariable.Wehavedesignedtwodifferenttestswhichincludesseveralquestionsaboutthecognitiveobjectivesdescribedearlier.Thescoreobtainedinthetests,inarangefrom0(badscore)to5(goodscore),reflectstheknowledgeacquiredbythestudents.Tomeasuretheimprovementsinlearning,weprovidedthesameteststobothgroups.Thefirsttest,pre-test,evaluatesthepreviousknowledgeofthestudents(beforeassistingtothelearningunit)andthesecondtest,post-test,wasusedtoevaluatethestudentsattheendoftheunitslectures.Inordertoevaluatetheresults,werepresentinFigure4therawscoresobtainedbyeachstudentineachtestforthetwogroups.Notethatinthiscasethestudentsweresortedaccordingtotheiracademicscoresineachtest,thereforethereisnoone-to-onerelationshipsbetweenthepointsinthegraph.Nevertheless,thisgraphallowustosaythatwecanobtainbetterresultsemployingthenewtoolsofinternetofthings,betterscoreshavebeenobtainedinthepost-test.Inthenextsectionswewillanalyzestatisticallytheresults.Secondly,wewillfocusonthegraphinFigure5.Inthiscase,wepresentascatterplotthatdisplaystheresultsobtainedbyeachstudentinthetwogroups,control(bluesquares)andexperimental(redtriangles).Thisgraphalsoshowstheregressionlinesforeachgroup.Thus,inthehorizontalaxiswerepresentthescoresobtainedbyeachstudentinthepre-testwhereasintheverticalaxiswerepresentthelearningimprovementsforthesamestudent,measuredasthedifferencebetweenthescoresobtainedbythestudentinthepost-testandthepre-test,i.e.score(posttest)score(pretest).Inthiscase,wecanseeagainthatbetterresultswereobtainedwiththeexperimentalgroupingeneral.Inthissense,theaveragelearningimprovementsforthecontrolgroupis1.1276whereastheaverageimprovementsintheexperimentalgroupis2.0716.Moreover,wecanseethatgreaterscoresimprovementswereobtainedforthosestudentswhoobtainworstresultsinthepre-test,factthatisinterestingfromapedagogicalpointofview.5.1.Analysisofthepre-testexperimentThiscomparisondetermineswhetherthebaselinescoresforthetwogroups,experimentalandcontrol,werecomparableintheexperimentation.Thiscomparisonisdoneinordertovalidatetheobtainedconclusions.Asthereisevidenceofnormalityofthedatainthepre-testforthetwogroups,aparametrictesthypothesiswasapplied.Table1showsthestatisticalsummaryofthedata.Particularly,wewilluseT-testforcomparingthemeanscoresofthetwogroups.Inourcase,thenullhypothesisisthatthereisnodifferencebetweenthescoresinthetwogroups.Thestudentst-testwilltellusifthedataareconsistentwiththisordepartsignificantlyfromthisexpectation.Thus,assumingequalvariancesweobtaint=-0.281507beingp-valueis0.77953.Sincethecalculatedp-valueisnotlessthan0.05,wecannotrejectthenullhypothesis.Inotherwords,theresultsshowthatthereisaninitialequivalencebetweenexperimentalandcontrolgroups.5.2.Post-testanalysisThedetailsforthestatisticalsummaryforthepost-testevaluationarepresentedinTable2.Inthiscase,thenormalitytestofthedatastatesthattheydonotcomefromanormaldistribution.Therefore,anonparametrichypothesistestwasusedforcomparingtheacademicperformance.Particularly,weuseWTestMann-Whitney(Wilcoxon)tocomparemedians.Thistestisconstructedbycombiningthetwosamples,sortingthedatafromthesmallesttolargest,andcomparingtheaverageofthetwosamplesinthecombineddata.Again,thenullhypothesisisthatbothdatahavethesamedistribution.Inthiscase,weobtainthevalues,W=517.5andp-value=0.000071,thereforethedifferencesbetweencontrolandexperimentalgroupsarestatisticallysignificantusingW-testwithaconfidencelevelof95.0,whichvalidatesourbelowconclusions.Finally,wewanttosaythatsimilarresultshavebeenachievedwhenconsideringthelearningimprovementsforthestudentsinthecontrolandexperimentalgroup.Asthep-valueis0.01529,werejectthenullhypothesis,andthereforewecanconcludethat,at0.05significancelevel,thelearningimprovementsforthetwogroupsarenonidenticalpopulations.6.ConclusionsandFutureworkTheobtainedresultsshowevidencethattheInternetofObjects,appliedasatooltosupporttheteachingprocess,improvesstudentacademicperformance.Furthermore,usingrealobjectsandassociatethemasalearningresourcethroughtheInternetofObjectsfacilitatesmeaningfullearning,asitallowstolinkspecificknowledgetoarealcontext.RegardingtheuseofthesystemInternetofObjectsintheexperimentalgroup,showedthatstudentsimprovedtheirlearning,whichwasevidencedbytheresultsofmeasuringacademicoutcomescomparedtothecontrolgroup.TheroadinfrontoftheInternetofObjectsandtheirapplicationsineducationisjustbeginning,sointhefutureweplantointegratethevirtualobjectswitharecommendationengine.中文翻译物联网是一个新的革命性的计算方式,是。其目的是,使用我们周围的所有对象网络,提供“随时随地”获取信息。这个概念正在取得进展,用先进的纳米技术,允许创建有效的设备能够连接到互联网。现在大量的设备连接到网络,从移动设备到电子设备。专注于这个教育领域,物联网可以用来创建更好的学习空间。在意义上,我们提出一个系统,允许学生与周围物理交互对象与主体学习。我们进行实验验证的方法,产生的证据发现模型飞速提高了学生的学习成果。关键词:物联网、无处不在的学习,NFCQRCODE1介绍物联网(物联网)(或对象)网络是一种新的范例,由于先进的电信等广泛的扩张,新的IP协议版本6和纳米技术集成到无数的电子设备,从移动设备、车辆、电器等等。互联网的想法的对象是所有这些设备集成到网络,可以从web管理,反过来,提供实时的信息使我们可以知道他们的地位和功能线,也允许使用它与人的交互。教育和如今人类活动一样,也未能幸免,这一现象可以追溯到电子学习,移动学习u-learning,这最后的知识飞跃。无处不在的学习的潜力体现在增加访问学习内容和随时计算机支持的协作学习环境,和任何地方。它还允许虚拟和物理空间的正确的组合。普适计算技术改善学习的过程。它试图学习资源适应不同的上下文中使用的学徒。在这个领域对象的网络在学习过程中起着重要的作用在正式和非正式教育。本文提出一个系统,允许学生与一组物理对象在周围对每一个对象都有关联的一个(或多个)虚拟对象提供信息,允许学生了解学习成就,它们是如何工作的,如何使用它,等等。这些内容是我们将增加互联网的对象。其目的是为了增加他们对问题的理解让学生操作对象(包括身体上和实际上)。它可以找到一些学术项目,有必要的周围的学生对象,根据健康研究的不同,学生们可以了解临床实践中使用的一些设备机械工程研究,有必要了解内燃机的内部运作等。在本文中,我们采取了一步在我们最初的研究中,我们的主要思想是概述了整体情况，特别是,我们实现了一个工作原型,目的是验证我们的建议。在这个意义上,我们使用引用的系统工程课程(计算机硬件相关)哥伦比亚大学的Cordoba。因为它是一个基础入门课程,很频繁,学生捕捉不到的主要概念,甚至接受概念信息主题的教师和使用一些技术工具。在我们的实验中,计算机的内部部件标记了NFC(近场通信)和QRCODE(快速响应代码)允许与虚拟对象。为了验证我们的建议,学生们被分成两个独立的组,对照组和实验组。实验组有上网的对象,而对照组接受传统的讲座。经验表明,学生上网的对象提高他们的学术成果。本文的组织结构如下:第二部分介绍了相关工作。第三节描述我们的方法。一个案例研究,提出了在第四节和第五节我们讨论结果。最后,第六节给出了结论。2RelatedWork互联网的概念,1999年由凯文阿什顿提出了和旨在信息的交换。这个词的起源是来自无处不在的计算,在奥利维蒂构思研究有限公司和施乐帕洛阿尔托研究中心实验室,为了增加电脑的使用,使它们可以在整个物理环境也使他们有效地向用户看不见的。它也被称为普适计算,被马克维瑟(1991)的主要研究人员之一导致这一领域的发展。无处不在的计算的特点是小电脑,自发交流,由于其体积小几乎每天都在集成对象。物联网固有的三层(硬件、基础设施和应用程序和服务