Maze companion: artificial intelligence application that supports mazes solving

Yana Elida Saint-Priest | Bio
Universidad Santiago de Cali
Oscar Domínguez-Acevedo | Bio
Mydigitall, Colombia
Carlos Márquez-Hernández | Bio
Colgate Palmolive, Colombia

Abstract

The concentration capabilities of a child depend on his or her age and the normal process is that along with their growth their attention span grows as well; nonetheless, it is important to work on this capability from a
young age. The classic board games such as chess, mazes, triqui, puzzles, etc. require a certain amount of mental processes in order to be played and are ideal for keeping the attention of the child for several minutes. This project is an innovative proposal through image processing and width search algorithms; it solves physical mazes created by the players. The obtained effectiveness was 72 %, remarking that the quality of the sensor and the angle in which the photograph is captured is of enormous influence.

References

  1. [1] F. Siebert, “Un tercio de los niños diagnosticados con déficit atencional son hijos de padres que lo padecieron - Universidad de Chile”, [En línea], acceso 23 de marzo 2018; Disponible: http://www.uchile.cl/noticias/131342/origenes-y-pronostico-del-deficit-atencional-en-ninos
  2. [2] C. Felfe y R. Lalive, “Does early child care affect children’s development?”, J. Public Econ., vol. 159, pp. 33–53, [En línea], acceso marzo 2018; Disponible:https://doi.org/10.1016/j.jpubeco.2018.01.014.
  3. [3] “Juguetes de madera: beneficio de los laberintos”. [En línea], acceso 23 marzo 2018; Disponible: https://juguetutto.com/blog/2016/01/29/por-que-regalar-laberintos-de-madera/
  4. [4] A. Oren, “Children’s Use of Board Games in Psychotherapy” Journal of Child Psychotherapy, [En línea], vol 34, pp. 364-383, dec. 2008; Disponible: http://dx.doi.org/10.1080/00754170 802472893
  5. [5] J. P. Hinebaugh, A Board Game Education. Maryland, Estados Unidos: R&L Education, 2009.
  6. [6] J. Begy, “Board Games and the Construction of Cultural Memory”, Games Cult., 2015. [En línea]; Disponible: https://doi.org/10.1177%2F1555412015600066
  7. [7] W.-J. Chou, Y.-P. Chang, y C.-F. Yen, “Boredom proneness and its correlation with Internet addiction and Internet activities in adolescents with attention-deficit/hyperactivity disorder”, Kaohsiung J. Med. Sci., [En línea], acceso febrero 2018; Disponible: https://doi.org/10.1016/j.kjms.2018.01.016
  8. [8] C. F. Cortés, J. Giraldo, C. A. Pérez, A. Torres y C. A. Vega, “Móvil con búsqueda de trayectoria en laberinto”, Escuela Colombiana de Ingeniería Julio Garavito. December 2008, 2015.
  9. [9] M. O. A. Aqel, A. Issa, M. Khdair, M. ElHabbash, M. AbuBaker, and M. Massoud, “Intelligent Maze Solving Robot Based on Image Processing and Graph Theory Algorithms”, in 2017 International Conference on Promising Electronic Technologies (ICPET), 2017, [En línea], pp. 48–53; Disponible: https://doi.org/10.1109/ICPET.2017.15.
  10. [10] “MAZE3D: Un juego de computadora para la estimulación de la orientación espacial / MAZE3D: A computer game for improve spatial orientation | Osorio Josué | RIDE Revista Iberoamericana para la Investigación y el Desarrollo Educativo”, [En línea] acceso 24 marzo 2018; Disponible: https://www.ride.org.mx/index.php/RIDE/article/view/147/646https://doi.org/10.23913/ride.v6i11.147.
  11. [11] J. Grompone, El paradigma del laberinto, Montevideo, Uruguay: La Flor del Itapebi, 2011.
  12. [12] C. Jarvis, “Active Launceston launches Active Technology at East Tamar Primary School”, The Examiner News, n.°, 2017, [En línea], acceso 24 marzo 2018; Disponible: https://www.examiner.com.au/story/4641347/technology-used-to-inspire-active-kids/
  13. [13] M. Azizinezhad y M. Hashemi, “Technology as a Medium for Applying Constructivist Teaching Methods and Inspiring Kids”, Procedia - Soc. Behav. Sci., [En línea], vol. 28, pp. 862–866, acceso enero 2011; Disponible: htt ps://doi.org/10.1016/j.sbspro.2011.11.158
  14. [14] S. Hojjat, C. Fukuzaki, y T. Sowa, “Maze and Mirror Game Design for Increasing Motivation in Studying Science in Elementary School Students”, 2017, [En línea], pp. 55–64; Disponible: http://dx.doi.org/10.1007/978-3-319-55834-9_7
  15. [15] J. A. Verkhoturova, J. N. Galaguzova, y N. N. Sergeeva, “The Technique of Game Skills Development for Parents Raising Young Children”, Procedia - Soc. Behav. Sci., [En línea], vol. 233, pp. 150-154, acceso octubre 2016; Disponible: https://doi.org/10.1016/j.sbspro.2016.10.174
  16. [16] V. F. Gabdulkhakov, “A Didactic Game Technology”, Procedia - Soc. Behav. Sci., [En línea], vol. 233, pp. 170–174, acceso octubre 2016; Disponible: htt ps://doi.org/10.1016/j.sbspro.2016.10.187
  17. [17] C. T. Leondes, Image Processing and Pattern Recognition, San Diego, Estados Unidos: Academic Press, 1998.
  18. [18] S. Jayaraman, Digital Image Processing. Tata McGraw-Hill Education, 2011.
  19. [19] A. Zelinsky, “Learning OpenCV-Computer Vision with the OpenCV Library (Bradski, G.R. et al.; 2008) [On the Shelf]”, IEEE Robot. Autom. Mag., [En línea], vol. 16, n.° 3, p. 100, 2009; Disponible: https://doi.org/10.1109/MRA.2009.933612.
  20. [20] S. Kagami, “Utilizing OpenCV for High-Speed Vision Processing”, Adv. Robot., [En línea], vol. 31, n.° 3, pp. 244–248, 2013; Disponible: https://doi.org/10.7210/jrsj.31.244
  21. [21] N. J. Nilsson, Inteligencia artificial: una nueva síntesis, Madrid, España: Mc Graw Hill, 2001.
  22. [22] A. García, Inteligencia artificial: fundamentos, práctica y aplicaciones. Madrid, España: RC Libros, 2012.
  23. [23] A. Freeman, “Creating Mobile Web Apps”, Pro JavaScript for Web Apps, 2012, [En línea], pp. 195–228; Disponible: htt ps://doi.org/10.1007/978-1-4302-4462-2_8
How to Cite
Saint-Priest, Y. E., Domínguez-Acevedo, O., & Márquez-Hernández, C. (2019). Maze companion: artificial intelligence application that supports mazes solving. Revista Ingenierías Universidad De Medellín, 19(36), 91-105. https://doi.org/10.22395/rium.v19n36a5

Downloads

Download data is not yet available.

Send mail to Author


Send Cancel

We are indexed in