Catheter Ablation

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Immune Thrombocytopenia

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Chest MRI

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Cardiac Rehabilitation

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Cardiac MRI

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Oxygen Therapy

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Automated External Defibrillator

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Thrombocythemia and Thrombocytosis

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von Willebrand Disease

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Chest X-Ray

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What Is Cardiomyopathy?

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Long QT Syndrome

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Percutaneous Coronary Intervention

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What is Hemophilia?

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Thrombotic Thrombocytopenic Purpura

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What Is Anemia?

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Cardiac CT Scan

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Coronary Calcium Scan

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Patent Ductus Arteriosus

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What is Bronchoscopy?

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Holter and Event Monitors

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What Are Sleep Studies?

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What Are the Lungs?

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Blood and Bone Marrow Transplant?

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ARDS (Acute Respiratory Distress Syndrome)

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What Are Bone Marrow Tests?

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Perceptual evaluation of visual alerts in surveillance videos

NASA Astrophysics Data System (ADS)

Rogowitz, Bernice E.; Topkara, Mercan; Pfeiffer, William; Hampapur, Arun

2015-03-01

Visual alerts are commonly used in video monitoring and surveillance systems to mark events, presumably making them more salient to human observers. Surprisingly, the effectiveness of computer-generated alerts in improving human performance has not been widely studied. To address this gap, we have developed a tool for simulating different alert parameters in a realistic visual monitoring situation, and have measured human detection performance under conditions that emulated different set-points in a surveillance algorithm. In the High-Sensitivity condition, the simulated alerts identified 100% of the events with many false alarms. In the Lower-Sensitivity condition, the simulated alerts correctly identified 70% of the targets, with fewer false alarms. In the control condition, no simulated alerts were provided. To explore the effects of learning, subjects performed these tasks in three sessions, on separate days, in a counterbalanced, within subject design. We explore these results within the context of cognitive models of human attention and learning. We found that human observers were more likely to respond to events when marked by a visual alert. Learning played a major role in the two alert conditions. In the first session, observers generated almost twice as many False Alarms as in the No-Alert condition, as the observers responded pre-attentively to the computer-generated false alarms. However, this rate dropped equally dramatically in later sessions, as observers learned to discount the false cues. Highest observer Precision, Hits/(Hits + False Alarms), was achieved in the High Sensitivity condition, but only after training. The successful evaluation of surveillance systems depends on understanding human attention and performance.

What Is a Total Artificial Heart?

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What Is a Ventricular Assist Device?

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Aspirin to Prevent a First Heart Attack or Stroke

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Using Supervised Machine Learning to Classify Real Alerts and Artifact in Online Multisignal Vital Sign Monitoring Data.

PubMed

Chen, Lujie; Dubrawski, Artur; Wang, Donghan; Fiterau, Madalina; Guillame-Bert, Mathieu; Bose, Eliezer; Kaynar, Ata M; Wallace, David J; Guttendorf, Jane; Clermont, Gilles; Pinsky, Michael R; Hravnak, Marilyn

2016-07-01

The use of machine-learning algorithms to classify alerts as real or artifacts in online noninvasive vital sign data streams to reduce alarm fatigue and missed true instability. Observational cohort study. Twenty-four-bed trauma step-down unit. Two thousand one hundred fifty-three patients. Noninvasive vital sign monitoring data (heart rate, respiratory rate, peripheral oximetry) recorded on all admissions at 1/20 Hz, and noninvasive blood pressure less frequently, and partitioned data into training/validation (294 admissions; 22,980 monitoring hours) and test sets (2,057 admissions; 156,177 monitoring hours). Alerts were vital sign deviations beyond stability thresholds. A four-member expert committee annotated a subset of alerts (576 in training/validation set, 397 in test set) as real or artifact selected by active learning, upon which we trained machine-learning algorithms. The best model was evaluated on test set alerts to enact online alert classification over time. The Random Forest model discriminated between real and artifact as the alerts evolved online in the test set with area under the curve performance of 0.79 (95% CI, 0.67-0.93) for peripheral oximetry at the instant the vital sign first crossed threshold and increased to 0.87 (95% CI, 0.71-0.95) at 3 minutes into the alerting period. Blood pressure area under the curve started at 0.77 (95% CI, 0.64-0.95) and increased to 0.87 (95% CI, 0.71-0.98), whereas respiratory rate area under the curve started at 0.85 (95% CI, 0.77-0.95) and increased to 0.97 (95% CI, 0.94-1.00). Heart rate alerts were too few for model development. Machine-learning models can discern clinically relevant peripheral oximetry, blood pressure, and respiratory rate alerts from artifacts in an online monitoring dataset (area under the curve > 0.87).

Human Factors Evaluation of Conflict Detection Tool for Terminal Area

NASA Technical Reports Server (NTRS)

Verma, Savita Arora; Tang, Huabin; Ballinger, Deborah; Chinn, Fay Cherie; Kozon, Thomas E.

2013-01-01

A conflict detection and resolution tool, Terminal-area Tactical Separation-Assured Flight Environment (T-TSAFE), is being developed to improve the timeliness and accuracy of alerts and reduce the false alert rate observed with the currently deployed technology. The legacy system in use today, Conflict Alert, relies primarily on a dead reckoning algorithm, whereas T-TSAFE uses intent information to augment dead reckoning. In previous experiments, T-TSAFE was found to reduce the rate of false alerts and increase time between the alert to the controller and a loss of separation over the legacy system. In the present study, T-TSAFE was tested under two meteorological conditions, 1) all aircraft operated under instrument flight regimen, and 2) some aircraft operated under mixed operating conditions. The tool was used to visually alert controllers to predicted Losses of separation throughout the terminal airspace, and show compression errors, on final approach. The performance of T-TSAFE on final approach was compared with Automated Terminal Proximity Alert (ATPA), a tool recently deployed by the FAA. Results show that controllers did not report differences in workload or situational awareness between the T-TSAFE and ATPA cones but did prefer T-TSAFE features over ATPA functionality. T-TSAFE will provide one tool that shows alerts in the data blocks and compression errors via cones on the final approach, implementing all tactical conflict detection and alerting via one tool in TRACON airspace.

A Non-Intrusive Alert System for Maritime Anomalies: Literature Review and the Development and Assessment of Interface Design Concepts (Systeme d’Alerte non Intrusive en cas d’Anomalies Maritimes: Examen de la Documentation et Elaboration/Evaluation de Concepts d’Interface)

DTIC Science & Technology

2009-03-01

compris les anomalies (augmentation soudaine de vitesse, déroutement des navires, etc.). Il est donc nécessaire de disposer d’un système capable...ONTOLOGY ................................................................ 6 FIGURE 2: IRC FRAMEWORK (ADAPTED FROM MCCRICKARD ET AL ., 2003A, P. 321...19 FIGURE 3: HAZARD NETWORK (HAUTAMAKI ET AL ., 2006, P. 7

What Is a Heart Murmur?

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President’s Malaria Initiative

DTIC Science & Technology

2008-11-16

the single most serious several projects on the bionomics and health hazard to Allied troops in the ecology of Anopheles in West Java, South Pacific...that augments rather than duplicates Medicine, Malaria Alert Center, in a their efforts. window exit trap study to measure the bionomics and

Geo-targeted Weather Alerts Coming to Millions of Mobile Devices

NASA Astrophysics Data System (ADS)

Gerber, M.

2011-12-01

The Personal Localized Alert Network (PLAN), aka Commercial Mobile Alert System (CMAS), is readying for roll out and will be broadcasting emergency public alerts to millions of cell phones by the middle of 2012. Learn how the National Weather Serivce (NWS) is supplying PLAN with geo-referenced weather alert information in the industry standard Common Alerting Protocol (CAP) format and how you can access this same information for integration with mobile devices, other consumer electronics, and decision support systems. Information will also be provided on the NWS' new collaborative venue that encourages wide participation in the evolution and use of NWS CAP alerts in a variety of applications.

Using Supervised Machine Learning to Classify Real Alerts and Artifact in Online Multi-signal Vital Sign Monitoring Data

PubMed Central

Chen, Lujie; Dubrawski, Artur; Wang, Donghan; Fiterau, Madalina; Guillame-Bert, Mathieu; Bose, Eliezer; Kaynar, Ata M.; Wallace, David J.; Guttendorf, Jane; Clermont, Gilles; Pinsky, Michael R.; Hravnak, Marilyn

2015-01-01

OBJECTIVE Use machine-learning (ML) algorithms to classify alerts as real or artifacts in online noninvasive vital sign (VS) data streams to reduce alarm fatigue and missed true instability. METHODS Using a 24-bed trauma step-down unit’s non-invasive VS monitoring data (heart rate [HR], respiratory rate [RR], peripheral oximetry [SpO2]) recorded at 1/20Hz, and noninvasive oscillometric blood pressure [BP] less frequently, we partitioned data into training/validation (294 admissions; 22,980 monitoring hours) and test sets (2,057 admissions; 156,177 monitoring hours). Alerts were VS deviations beyond stability thresholds. A four-member expert committee annotated a subset of alerts (576 in training/validation set, 397 in test set) as real or artifact selected by active learning, upon which we trained ML algorithms. The best model was evaluated on alerts in the test set to enact online alert classification as signals evolve over time. MAIN RESULTS The Random Forest model discriminated between real and artifact as the alerts evolved online in the test set with area under the curve (AUC) performance of 0.79 (95% CI 0.67-0.93) for SpO2 at the instant the VS first crossed threshold and increased to 0.87 (95% CI 0.71-0.95) at 3 minutes into the alerting period. BP AUC started at 0.77 (95%CI 0.64-0.95) and increased to 0.87 (95% CI 0.71-0.98), while RR AUC started at 0.85 (95%CI 0.77-0.95) and increased to 0.97 (95% CI 0.94–1.00). HR alerts were too few for model development. CONCLUSIONS ML models can discern clinically relevant SpO2, BP and RR alerts from artifacts in an online monitoring dataset (AUC>0.87). PMID:26992068

Taking up national safety alerts to improve patient safety in hospitals: The perspective of healthcare quality and risk managers.

PubMed

Pfeiffer, Yvonne; Schwappach, David

2016-01-01

National safety alert systems publish relevant information to improve patient safety in hospitals. However, the information has to be transformed into local action to have an effect on patient safety. We studied three research questions: How do Swiss healthcare quality and risk managers (qm/rm(1)) see their own role in learning from safety alerts issued by the Swiss national voluntary reporting and analysis system? What are their attitudes towards and evaluations of the alerts, and which types of improvement actions were fostered by the safety alerts? A survey was developed and applied to Swiss healthcare risk and quality managers, with a response rate of 39 % (n=116). Descriptive statistics are presented. The qm/rm disseminate and communicate with a broad variety of professional groups about the alerts. While most respondents felt that they should know the alerts and their contents, only a part of them felt responsible for driving organizational change based on the recommendations. However, most respondents used safety alerts to back up their own patient safety goals. The alerts were evaluated positively on various dimensions such as usefulness and were considered as standards of good practice by the majority of the respondents. A range of organizational responses was applied, with disseminating information being the most common. An active role is related to using safety alerts for backing up own patient safety goals. To support an active role of qm/rm in their hospital's learning from safety alerts, appropriate organizational structures should be developed. Furthermore, they could be given special information or training to act as an information hub on the issues discussed in the alerts. Copyright © 2016. Published by Elsevier GmbH.

R&D Alert. Volume 7, Number 2, 2005

ERIC Educational Resources Information Center

White, Noel, Ed.

2005-01-01

"R&D Alert" covers issues affecting schools in the Western Regional Educational Laboratory's four-state region--Arizona, California, Nevada, and Utah--and throughout the United States. This issue of "R&D Alert" shares what WestEd is learning from a sample of their latest work, focusing on three points in the process:…

Collaborative knowledge acquisition for the design of context-aware alert systems.

PubMed

Joffe, Erel; Havakuk, Ofer; Herskovic, Jorge R; Patel, Vimla L; Bernstam, Elmer Victor

2012-01-01

To present a framework for combining implicit knowledge acquisition from multiple experts with machine learning and to evaluate this framework in the context of anemia alerts. Five internal medicine residents reviewed 18 anemia alerts, while 'talking aloud'. They identified features that were reviewed by two or more physicians to determine appropriate alert level, etiology and treatment recommendation. Based on these features, data were extracted from 100 randomly-selected anemia cases for a training set and an additional 82 cases for a test set. Two staff internists assigned an alert level, etiology and treatment recommendation before and after reviewing the entire electronic medical record. The training set of 118 cases (100 plus 18) and the test set of 82 cases were explored using RIDOR and JRip algorithms. The feature set was sufficient to assess 93% of anemia cases (intraclass correlation for alert level before and after review of the records by internists 1 and 2 were 0.92 and 0.95, respectively). High-precision classifiers were constructed to identify low-level alerts (precision p=0.87, recall R=0.4), iron deficiency (p=1.0, R=0.73), and anemia associated with kidney disease (p=0.87, R=0.77). It was possible to identify low-level alerts and several conditions commonly associated with chronic anemia. This approach may reduce the number of clinically unimportant alerts. The study was limited to anemia alerts. Furthermore, clinicians were aware of the study hypotheses potentially biasing their evaluation. Implicit knowledge acquisition, collaborative filtering and machine learning were combined automatically to induce clinically meaningful and precise decision rules.

47 CFR 80.1115 - Transmission of a distress alert by a station not itself in distress.

Code of Federal Regulations, 2010 CFR

2010-10-01

... Safety System (GMDSS) Operating Procedures for Distress and Safety Communications § 80.1115 Transmission of a distress alert by a station not itself in distress. (a) A station in the mobile or mobile-satellite service which learns that a mobile unit is in distress must initiate and transmit a distress alert...

47 CFR 80.1115 - Transmission of a distress alert by a station not itself in distress.

Code of Federal Regulations, 2011 CFR

2011-10-01

... Safety System (GMDSS) Operating Procedures for Distress and Safety Communications § 80.1115 Transmission of a distress alert by a station not itself in distress. (a) A station in the mobile or mobile-satellite service which learns that a mobile unit is in distress must initiate and transmit a distress alert...

The Calm and Alert Class: Using Body, Mind and Breath to Teach Self-Regulation of Learning Related Social Skills

ERIC Educational Resources Information Center

McGlauflin, Helene M.

2010-01-01

This article documents an action research pilot study called "The Calm and Alert Class" which utilized the body, mind and breath of students to teach the self-regulation of learning related social skills. Sixty first graders in four classrooms at a public elementary school were offered a 30 minute class for 28 weeks, which taught…

Collaborative knowledge acquisition for the design of context-aware alert systems

PubMed Central

Joffe, Erel; Havakuk, Ofer; Herskovic, Jorge R; Patel, Vimla L

2012-01-01

Objective To present a framework for combining implicit knowledge acquisition from multiple experts with machine learning and to evaluate this framework in the context of anemia alerts. Materials and Methods Five internal medicine residents reviewed 18 anemia alerts, while ‘talking aloud’. They identified features that were reviewed by two or more physicians to determine appropriate alert level, etiology and treatment recommendation. Based on these features, data were extracted from 100 randomly-selected anemia cases for a training set and an additional 82 cases for a test set. Two staff internists assigned an alert level, etiology and treatment recommendation before and after reviewing the entire electronic medical record. The training set of 118 cases (100 plus 18) and the test set of 82 cases were explored using RIDOR and JRip algorithms. Results The feature set was sufficient to assess 93% of anemia cases (intraclass correlation for alert level before and after review of the records by internists 1 and 2 were 0.92 and 0.95, respectively). High-precision classifiers were constructed to identify low-level alerts (precision p=0.87, recall R=0.4), iron deficiency (p=1.0, R=0.73), and anemia associated with kidney disease (p=0.87, R=0.77). Discussion It was possible to identify low-level alerts and several conditions commonly associated with chronic anemia. This approach may reduce the number of clinically unimportant alerts. The study was limited to anemia alerts. Furthermore, clinicians were aware of the study hypotheses potentially biasing their evaluation. Conclusion Implicit knowledge acquisition, collaborative filtering and machine learning were combined automatically to induce clinically meaningful and precise decision rules. PMID:22744961

Your Child's Development: Newborn

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... parent's voice and touch has periods of alertness Cognitive Skills (Thinking and Learning) looks at faces when quiet and alert follows faces When to Talk to Your Doctor Every child develops at his or her own pace, but ...

Exploring Parents' Conceptions of Augmented Reality Learning and Approaches to Learning by Augmented Reality with Their Children

ERIC Educational Resources Information Center

Cheng, Kun-Hung

2017-01-01

With the increasing attention to the role of parents in children's learning, what issues parents consider and how they behave when learning with their children when confronted with the emerging augmented reality (AR) technology may be worth exploring. This study was therefore conducted to qualitatively understand parents' conceptions of AR…

MyEEW: A Smartphone App for the ShakeAlert System

NASA Astrophysics Data System (ADS)

Strauss, J. A.; Allen, S.; Allen, R. M.; Hellweg, M.

2015-12-01

Earthquake Early Warning (EEW) is a system that can provide a few to tens of seconds warning prior to ground shaking at a user's location. The goal and purpose of such a system is to reduce, or minimize, the damage, costs, and casualties resulting from an earthquake. A demonstration earthquake early warning system (ShakeAlert) is undergoing testing in the United States by the UC Berkeley Seismological Laboratory, Caltech, ETH Zurich, University of Washington, the USGS, and beta users in California and the Pacific Northwest. The UC Berkeley Seismological Laboratory has created a smartphone app called MyEEW, which interfaces with the ShakeAlert system to deliver early warnings to individual users. Many critical facilities (transportation, police, and fire) have control rooms, which could run a centralized interface, but our ShakeAlert Beta Testers have also expressed their need for mobile options. This app augments the basic ShakeAlert Java desktop applet by allowing workers off-site (or merely out of hearing range) to be informed of coming hazards. MyEEW receives information from the ShakeAlert system to provide users with real-time information about shaking that is about to happen at their individual location. It includes a map, timer, and earthquake information similar to the Java desktop User Display. The app will also feature educational material to help users craft their own response and resiliency strategies. The app will be open to UC Berkeley Earthquake Research Affiliates members for testing in the near future.

Learning Careers/Learning Trajectories. Trends and Issues Alert.

ERIC Educational Resources Information Center

Kerka, Sandra

"Learning autobiography,""learning career," and "learning trajectory" are related descriptors for the process of developing attitudes toward learning and the origins of interests, learning styles, and learning processes. The learning career is composed of events, activities, and interpretations that develop individual…

The Effect of Augmented Reality Applications in the Learning Process: A Meta-Analysis Study

ERIC Educational Resources Information Center

Ozdemir, Muzaffer; Sahin, Cavus; Arcagok, Serdar; Demir, M. Kaan

2018-01-01

Purpose: The aim of this research is to investigate the effect of Augmented Reality (AR) applications in the learning process. Problem: Research that determines the effectiveness of Augmented Reality (AR) applications in the learning process with different variables has not been encountered in national or international literature. Research…

Augmented Reality Learning Experiences: Survey of Prototype Design and Evaluation

ERIC Educational Resources Information Center

Santos, Marc Ericson C.; Chen, Angie; Taketomi, Takafumi; Yamamoto, Goshiro; Miyazaki, Jun; Kato, Hirokazu

2014-01-01

Augmented reality (AR) technology is mature for creating learning experiences for K-12 (pre-school, grade school, and high school) educational settings. We reviewed the applications intended to complement traditional curriculum materials for K-12. We found 87 research articles on augmented reality learning experiences (ARLEs) in the IEEE Xplore…

The effect of augmented real-time image guidance on task workload during endoscopic sinus surgery.

PubMed

Dixon, Benjamin J; Chan, Harley; Daly, Michael J; Vescan, Allan D; Witterick, Ian J; Irish, Jonathan C

2012-01-01

Due to proximity to critical structures, the need for spatial awareness during endoscopic sinus surgery (ESS) is essential. We have developed an augmented, real-time image-guided surgery (ART-IGS) system that provides live navigational data and proximity alerts to the operating surgeon during ablation. We wished to test the hypothesis that task workload would be reduced when using this technology. A trial involved 8 otolaryngology residents and fellows performing ESS on cadaveric specimens; 1 side in a conventional method (control) and 1 side with ART-IGS. After computed tomography scanning, anatomical contouring, and registration of the head, a three-dimensional (3D) virtual endoscopic view, ablative tool tracking, and proximity alerts were enabled. Each subject completed ESS tasks and rated their workload during and after the exercise using the National Aeronautics and Space Administration (NASA) Task Load Index (TLX). A questionnaire and open feedback interview were completed after the procedure. There was a significant reduction in mental demand, temporal demand, effort, and frustration when using the ART-IGS system in comparison to the control (p < 0.02). Perceived performance was increased (p = 0.02). Most subjects agreed that the system was sufficiently accurate, caused minimal interruption, and increased confidence. Optical tracking line-of-sight issues were frequently cited as the main limitation early in the study; however, this was largely resolved. ART-IGS reduces task workload for trainees performing ESS. Live navigation and alert zones may be a valuable intraoperative teaching aid. Copyright © 2012 American Rhinologic Society-American Academy of Otolaryngic Allergy, LLC.

Augmented Reality Environments in Learning, Communicational and Professional Contexts in Higher Education

ERIC Educational Resources Information Center

Martín Gutiérrez, Jorge; Meneses Fernández, María Dolores

2014-01-01

This paper explores educational and professional uses of augmented learning environment concerned with issues of training and entertainment. We analyze the state-of-art research of some scenarios based on augmented reality. Some examples for the purpose of education and simulation are described. These applications show that augmented reality can…

In Silico Prediction of Chemical Toxicity for Drug Design Using Machine Learning Methods and Structural Alerts

NASA Astrophysics Data System (ADS)

Yang, Hongbin; Sun, Lixia; Li, Weihua; Liu, Guixia; Tang, Yun

2018-02-01

For a drug, safety is always the most important issue, including a variety of toxicities and adverse drug effects, which should be evaluated in preclinical and clinical trial phases. This review article at first simply introduced the computational methods used in prediction of chemical toxicity for drug design, including machine learning methods and structural alerts. Machine learning methods have been widely applied in qualitative classification and quantitative regression studies, while structural alerts can be regarded as a complementary tool for lead optimization. The emphasis of this article was put on the recent progress of predictive models built for various toxicities. Available databases and web servers were also provided. Though the methods and models are very helpful for drug design, there are still some challenges and limitations to be improved for drug safety assessment in the future.

In Silico Prediction of Chemical Toxicity for Drug Design Using Machine Learning Methods and Structural Alerts

PubMed Central

Yang, Hongbin; Sun, Lixia; Li, Weihua; Liu, Guixia; Tang, Yun

2018-01-01

During drug development, safety is always the most important issue, including a variety of toxicities and adverse drug effects, which should be evaluated in preclinical and clinical trial phases. This review article at first simply introduced the computational methods used in prediction of chemical toxicity for drug design, including machine learning methods and structural alerts. Machine learning methods have been widely applied in qualitative classification and quantitative regression studies, while structural alerts can be regarded as a complementary tool for lead optimization. The emphasis of this article was put on the recent progress of predictive models built for various toxicities. Available databases and web servers were also provided. Though the methods and models are very helpful for drug design, there are still some challenges and limitations to be improved for drug safety assessment in the future. PMID:29515993

Impacts of Integrating the Repertory Grid into an Augmented Reality-Based Learning Design on Students' Learning Achievements, Cognitive Load and Degree of Satisfaction

ERIC Educational Resources Information Center

Wu, Po-Han; Hwang, Gwo-Jen; Yang, Mei-Ling; Chen, Chih-Hung

2018-01-01

Augmented reality (AR) offers potential advantages for intensifying environmental context awareness and augmenting students' experiences in real-world environments by dynamically overlapping digital materials with a real-world environment. However, some challenges to AR learning environments have been described, such as participants' cognitive…

Augmented Reality, the Future of Contextual Mobile Learning

ERIC Educational Resources Information Center

Sungkur, Roopesh Kevin; Panchoo, Akshay; Bhoyroo, Nitisha Kirtee

2016-01-01

Purpose: This study aims to show the relevance of augmented reality (AR) in mobile learning for the 21st century. With AR, any real-world environment can be augmented by providing users with accurate digital overlays. AR is a promising technology that has the potential to encourage learners to explore learning materials from a totally new…

Using electronic health record alerts to provide public health situational awareness to clinicians.

PubMed

Lurio, Joseph; Morrison, Frances P; Pichardo, Michelle; Berg, Rachel; Buck, Michael D; Wu, Winfred; Kitson, Kwame; Mostashari, Farzad; Calman, Neil

2010-01-01

Alerting providers to public health situations requires timeliness and context-relevance, both lacking in current systems. Incorporating decision support tools into electronic health records may provide a way to deploy public health alerts to clinicians at the point of care. A timely process for responding to Health Alert Network messages sent by the New York City Department of Health and Mental Hygiene was developed by a network of community health centers. Alerts with order sets and recommended actions were created to notify primary care providers of local disease outbreaks. The process, effect, and lessons learned from alerts for Legionella, toxogenic E coli, and measles outbreaks are described. Electronic alerts have the potential to improve management of diseases during an outbreak, including appropriate laboratory testing, management guidance, and diagnostic assistance as well as to enhance bi-directional data exchange between clinical and public health organizations.

Using electronic health record alerts to provide public health situational awareness to clinicians

PubMed Central

Lurio, Joseph; Pichardo, Michelle; Berg, Rachel; Buck, Michael D; Wu, Winfred; Kitson, Kwame; Mostashari, Farzad; Calman, Neil

2010-01-01

Alerting providers to public health situations requires timeliness and context-relevance, both lacking in current systems. Incorporating decision support tools into electronic health records may provide a way to deploy public health alerts to clinicians at the point of care. A timely process for responding to Health Alert Network messages sent by the New York City Department of Health and Mental Hygiene was developed by a network of community health centers. Alerts with order sets and recommended actions were created to notify primary care providers of local disease outbreaks. The process, effect, and lessons learned from alerts for Legionella, toxogenic E coli, and measles outbreaks are described. Electronic alerts have the potential to improve management of diseases during an outbreak, including appropriate laboratory testing, management guidance, and diagnostic assistance as well as to enhance bi-directional data exchange between clinical and public health organizations. PMID:20190067

Using the World Wide Web for GIDEP Problem Data Processing at Marshall Space Flight Center

NASA Technical Reports Server (NTRS)

McPherson, John W.; Haraway, Sandra W.; Whirley, J. Don

1999-01-01

Since April 1997, Marshall Space Flight Center has been using electronic transfer and the web to support our processing of the Government-Industry Data Exchange Program (GIDEP) and NASA ALERT information. Specific aspects include: (1) Extraction of ASCII text information from GIDEP for loading into Word documents for e-mail to ALERT actionees; (2) Downloading of GIDEP form image formats in Adobe Acrobat (.pdf) for internal storage display on the MSFC ALERT web page; (3) Linkage of stored GRDEP problem forms with summary information for access from the MSFC ALERT Distribution Summary Chart or from an html table of released MSFC ALERTs (4) Archival of historic ALERTs for reference by GIDEP ID, MSFC ID, or MSFC release date; (5) On-line tracking of ALERT response status using a Microsoft Access database and the web (6) On-line response to ALERTs from MSFC actionees through interactive web forms. The technique, benefits, effort, coordination, and lessons learned for each aspect are covered herein.

Alert Hypnotic Inductions: Use in Treating Combat Post-Traumatic Stress Disorder.

PubMed

Eads, Bruce; Wark, David M

2015-10-01

Alert hypnosis can be a valuable part of the treatment protocol for the resolution of post-traumatic stress disorder (PTSD). Research indicates that combat veterans with PTSD are more hypnotically susceptible than the general population. For that reason, it is hypothesized that they should be better able to use hypnosis in treatment. As opposed to the traditional modality, eyes-open alert hypnosis allows the patient to take advantage of hypnotic phenomena while participating responsibly in work, social life, and recreation. Three case studies are reported on combat veterans with PTSD who learned to overcome their symptoms using alert hypnosis.

Wearable PPG sensor based alertness scoring system.

PubMed

Dey, Jishnu; Bhowmik, Tanmoy; Sahoo, Saswata; Tiwari, Vijay Narayan

2017-07-01

Quantifying mental alertness in today's world is important as it enables the person to adopt lifestyle changes for better work efficiency. Miniaturized sensors in wearable devices have facilitated detection/monitoring of mental alertness. Photoplethysmography (PPG) sensors through Heart Rate Variability (HRV) offer one such opportunity by providing information about one's daily alertness levels without requiring any manual interference from the user. In this paper, a smartwatch based alertness estimation system is proposed. Data collected from PPG sensor of smartwatch is processed and fed to machine learning based model to get a continuous alertness score. Utility functions are designed based on statistical analysis to give a quality score on different stages of alertness such as awake, long sleep and short duration power nap. An intelligent data collection approach is proposed in collaboration with the motion sensor in the smartwatch to reduce battery drainage. Overall, our proposed wearable based system provides a detailed analysis of alertness over a period in a systematic and optimized manner. We were able to achieve an accuracy of 80.1% for sleep/awake classification along with alertness score. This opens up the possibility for quantifying alertness levels using a single PPG sensor for better management of health related activities including sleep.

E-Learning. Trends and Issues Alert.

ERIC Educational Resources Information Center

Imel, Susan

Electronic learning, also known as e-learning, is generally defined as instruction and learning experiences that are delivered via electronic technology such as the Internet, audiotape and videotape, satellite broadcast, interactive television, and CD-ROM. Web-based learning, computer-based learning, and virtual classrooms are some of the…

Your Child's Development: 3-5 Days

MedlinePlus

... calms self when upset has periods of alertness Cognitive Skills (Thinking and Learning) looks at and follows faces when quiet and alert stares briefly at bright objects placed in front of the face When to Talk to Your Doctor Every child develops at his or her own pace, but ...

WebIntera-Classroom: An Interaction-Aware Virtual Learning Environment for Augmenting Learning Interactions

ERIC Educational Resources Information Center

Chen, Jingjing; Xu, Jianliang; Tang, Tao; Chen, Rongchao

2017-01-01

Interaction is critical for successful teaching and learning in a virtual learning environment (VLE). This paper presents a web-based interaction-aware VLE--WebIntera-classroom--which aims to augment learning interactions by increasing the learner-to-content and learner-to-instructor interactions. We design a ubiquitous interactive interface that…

Integrated Authoring Tool for Mobile Augmented Reality-Based E-Learning Applications

ERIC Educational Resources Information Center

Lobo, Marcos Fermin; Álvarez García, Víctor Manuel; del Puerto Paule Ruiz, María

2013-01-01

Learning management systems are increasingly being used to complement classroom teaching and learning and in some instances even replace traditional classroom settings with online educational tools. Mobile augmented reality is an innovative trend in e-learning that is creating new opportunities for teaching and learning. This article proposes a…

Neural and Biological Soldier Enhancement: From SciFi to Deployment

DTIC Science & Technology

2009-10-01

and force, extra- and ultra-sensory perception , side-effect free 72-hours unbowed alertness, or brain-based Report Documentation Page Form...Deployment 33 - 2 RTO-MP-HFM-181 augmented reality perception , become conceivable and increasingly within reach. A lot of these extraordinary...visionary or exotic, might severely impact NATO forces´ future performance. In addition, a shift in society´s perception of the parting rule between human

Integrating Augmented Reality Technology to Enhance Children's Learning in Marine Education

ERIC Educational Resources Information Center

Lu, Su-Ju; Liu, Ying-Chieh

2015-01-01

Marine education comprises rich and multifaceted issues. Raising general awareness of marine environments and issues demands the development of new learning materials. This study adapts concepts from digital game-based learning to design an innovative marine learning program integrating augmented reality (AR) technology for lower grade primary…

Comparing Virtual and Location-Based Augmented Reality Mobile Learning: Emotions and Learning Outcomes

ERIC Educational Resources Information Center

Harley, Jason M.; Poitras, Eric G.; Jarrell, Amanda; Duffy, Melissa C.; Lajoie, Susanne P.

2016-01-01

Research on the effectiveness of augmented reality (AR) on learning exists, but there is a paucity of empirical work that explores the role that positive emotions play in supporting learning in such settings. To address this gap, this study compared undergraduate students' emotions and learning outcomes during a guided historical tour using mobile…

Beyond Astro 101: A First Report on Applying Interactive Education Techniques to an Astronphysics Class for Majors

NASA Astrophysics Data System (ADS)

Perrin, Marshall D.; Ghez, A. M.

2009-05-01

Learner-centered interactive instruction methods now have a proven track record in improving learning in "Astro 101" courses for non-majors, but have rarely been applied to higher-level astronomy courses. Can we hope for similar gains in classes aimed at astrophysics majors, or is the subject matter too fundamentally different for those techniques to apply? We present here an initial report on an updated calculus-based Introduction to Astrophysics class at UCLA that suggests such techniques can indeed result in increased learning for major students. We augmented the traditional blackboard-derivation lectures and challenging weekly problem sets by adding online questions on pre-reading assignments (''just-in-time teaching'') and frequent multiple-choice questions in class ("Think-Pair-Share''). We describe our approach, and present examples of the new Think-Pair-Share questions developed for this more sophisticated material. Our informal observations after one term are that with this approach, students are more engaged and alert, and score higher on exams than typical in previous years. This is anecdotal evidence, not hard data yet, and there is clearly a vast amount of work to be done in this area. But our first impressions strongly encourage us that interactive methods should be able improve the astrophysics major just as they have improved Astro 101.

On Location Learning: Authentic Applied Science with Networked Augmented Realities

ERIC Educational Resources Information Center

Rosenbaum, Eric; Klopfer, Eric; Perry, Judy

2007-01-01

The learning of science can be made more like the practice of science through authentic simulated experiences. We have created a networked handheld Augmented Reality environment that combines the authentic role-playing of Augmented Realities and the underlying models of Participatory Simulations. This game, known as Outbreak @ The Institute, is…

Social Augmented Reality: Enhancing Context-Dependent Communication and Informal Learning at Work

ERIC Educational Resources Information Center

Pejoska, Jana; Bauters, Merja; Purma, Jukka; Leinonen, Teemu

2016-01-01

Our design proposal of social augmented reality (SoAR) grows from the observed difficulties of practical applications of augmented reality (AR) in workplace learning. In our research we investigated construction workers doing physical work in the field and analyzed the data using qualitative methods in various workshops. The challenges related to…

Constructing Liminal Blends in a Collaborative Augmented-Reality Learning Environment

ERIC Educational Resources Information Center

Enyedy, Noel; Danish, Joshua A.; DeLiema, David

2015-01-01

In vision-based augmented-reality (AR) environments, users view the physical world through a video feed or device that "augments" the display with a graphical or informational overlay. Our goal in this manuscript is to ask "how" and "why" these new technologies create opportunities for learning. We suggest that AR is…

A Mobile Service Oriented Multiple Object Tracking Augmented Reality Architecture for Education and Learning Experiences

ERIC Educational Resources Information Center

Rattanarungrot, Sasithorn; White, Martin; Newbury, Paul

2014-01-01

This paper describes the design of our service-oriented architecture to support mobile multiple object tracking augmented reality applications applied to education and learning scenarios. The architecture is composed of a mobile multiple object tracking augmented reality client, a web service framework, and dynamic content providers. Tracking of…

Nursing, Pharmacy, and Prescriber Knowledge and Perceptions of High-Alert Medications in a Large, Academic Medical Hospital

PubMed Central

Engels, Melanie J.

2015-01-01

Background: High-alert medications pose a greater risk of causing significant harm to patients if used in error. The Joint Commission requires that hospitals define institution-specific high-alert medications and implement processes to ensure safe medication use. Method: Nursing, pharmacy, and prescribers were asked to voluntarily complete a 34-question survey to assess their knowledge, experience, and perceptions regarding high-alert medications in an academic hospital. Results: The majority of respondents identified the organization’s high-alert medications, the consequences of an error involving a high-alert medication, and the reversal agent. Most of the risk-reduction strategies within the institution were viewed as being effective by respondents. Forty-five percent of the respondents utilized a high-alert medication in the previous 24 hours. Only 14.2% had experienced an error with a high-alert medication in the previous 12 months, with 46% being near misses. The survey found the 5 rights for medication administration were not being utilized consistently. Respondents indicated that work experience or hospital orientation is the preferred learning experience for high-alert medications. Conclusions: This study assessed all disciplines involved in the medication use process. Perceptions about high-alert medications differ between disciplines. Ongoing discipline-specific education is required to ensure that individuals accept accountability in the medication use process and to close knowledge gaps on high-alert medications and risk-reduction strategies. PMID:26446747

Design and evaluation of a personal digital assistant- based alerting service for clinicians.

PubMed

Johnson, E Diane; Pancoast, Paul E; Mitchell, Joyce A; Shyu, Chi-Ren

2004-10-01

This study describes the system architecture and user acceptance of a suite of programs that deliver information about newly updated library resources to clinicians' personal digital assistants (PDAs). Participants received headlines delivered to their PDAs alerting them to new books, National Guideline Clearinghouse guidelines, Cochrane Reviews, and National Institutes of Health (NIH) Clinical Alerts, as well as updated content in UpToDate, Harrison's Online, Scientific American Medicine, and Clinical Evidence. Participants could request additional information for any of the headlines, and the information was delivered via e-mail during their next synchronization. Participants completed a survey at the conclusion of the study to gauge their opinions about the service. Of the 816 headlines delivered to the 16 study participants' PDAs during the project, Scientific American Medicine generated the highest proportion of headline requests at 35%. Most users of the PDA Alerts software reported that they learned about new medical developments sooner than they otherwise would have, and half reported that they learned about developments that they would not have heard about at all. While some users liked the PDA platform for receiving headlines, it seemed that a Web database that allowed tailored searches and alerts could be configured to satisfy both PDA-oriented and e-mail-oriented users.

Machine-learning-based Brokers for Real-time Classification of the LSST Alert Stream

NASA Astrophysics Data System (ADS)

Narayan, Gautham; Zaidi, Tayeb; Soraisam, Monika D.; Wang, Zhe; Lochner, Michelle; Matheson, Thomas; Saha, Abhijit; Yang, Shuo; Zhao, Zhenge; Kececioglu, John; Scheidegger, Carlos; Snodgrass, Richard T.; Axelrod, Tim; Jenness, Tim; Maier, Robert S.; Ridgway, Stephen T.; Seaman, Robert L.; Evans, Eric Michael; Singh, Navdeep; Taylor, Clark; Toeniskoetter, Jackson; Welch, Eric; Zhu, Songzhe; The ANTARES Collaboration

2018-05-01

The unprecedented volume and rate of transient events that will be discovered by the Large Synoptic Survey Telescope (LSST) demand that the astronomical community update its follow-up paradigm. Alert-brokers—automated software system to sift through, characterize, annotate, and prioritize events for follow-up—will be critical tools for managing alert streams in the LSST era. The Arizona-NOAO Temporal Analysis and Response to Events System (ANTARES) is one such broker. In this work, we develop a machine learning pipeline to characterize and classify variable and transient sources only using the available multiband optical photometry. We describe three illustrative stages of the pipeline, serving the three goals of early, intermediate, and retrospective classification of alerts. The first takes the form of variable versus transient categorization, the second a multiclass typing of the combined variable and transient data set, and the third a purity-driven subtyping of a transient class. Although several similar algorithms have proven themselves in simulations, we validate their performance on real observations for the first time. We quantitatively evaluate our pipeline on sparse, unevenly sampled, heteroskedastic data from various existing observational campaigns, and demonstrate very competitive classification performance. We describe our progress toward adapting the pipeline developed in this work into a real-time broker working on live alert streams from time-domain surveys.

Design and evaluation of a personal digital assistant–based alerting service for clinicians*†

PubMed Central

Johnson, E. Diane; Pancoast, Paul E.; Mitchell, Joyce A.; Shyu, Chi-Ren

2004-01-01

Purpose: This study describes the system architecture and user acceptance of a suite of programs that deliver information about newly updated library resources to clinicians' personal digital assistants (PDAs). Description: Participants received headlines delivered to their PDAs alerting them to new books, National Guideline Clearinghouse guidelines, Cochrane Reviews, and National Institutes of Health (NIH) Clinical Alerts, as well as updated content in UpToDate, Harrison's Online, Scientific American Medicine, and Clinical Evidence. Participants could request additional information for any of the headlines, and the information was delivered via email during their next synchronization. Participants completed a survey at the conclusion of the study to gauge their opinions about the service. Results/Outcome: Of the 816 headlines delivered to the 16 study participants' PDAs during the project, Scientific American Medicine generated the highest proportion of headline requests at 35%. Most users of the PDA Alerts software reported that they learned about new medical developments sooner than they otherwise would have, and half reported that they learned about developments that they would not have heard about at all. While some users liked the PDA platform for receiving headlines, it seemed that a Web database that allowed tailored searches and alerts could be configured to satisfy both PDA-oriented and email-oriented users. PMID:15494759

Assessing the Effectiveness of Learning Solid Geometry by Using an Augmented Reality-Assisted Learning System

ERIC Educational Resources Information Center

Lin, Hao-Chiang Koong; Chen, Mei-Chi; Chang, Chih-Kai

2015-01-01

This study integrates augmented reality (AR) technology into teaching activities to design a learning system that assists junior high-school students in learning solid geometry. The following issues are addressed: (1) the relationship between achievements in mathematics and performance in spatial perception; (2) whether system-assisted learning…

Augmented Learning: Research and Design of Mobile Educational Games

ERIC Educational Resources Information Center

Klopfer, Eric

2008-01-01

New technology has brought with it new tools for learning, and research has shown that the educational potential of video games resonates with scholars, teachers, and students alike. In "Augmented Learning", Eric Klopfer describes the largely untapped potential of mobile learning games--games played on such handheld devices as cell phones, Game…

Employing Augmented-Reality-Embedded Instruction to Disperse the Imparities of Individual Differences in Earth Science Learning

ERIC Educational Resources Information Center

Chen, Cheng-ping; Wang, Chang-Hwa

2015-01-01

Studies have proven that merging hands-on and online learning can result in an enhanced experience in learning science. In contrast to traditional online learning, multiple in-classroom activities may be involved in an augmented-reality (AR)-embedded e-learning process and thus could reduce the effects of individual differences. Using a…

E-Mail Alerts and RSS Feeds for Distance Learning Administrators

ERIC Educational Resources Information Center

Washburn, Allyson; Howell, Scott L.

2008-01-01

This article describes how E-Mail Alerts and RSS feeds can be helpful tools for busy distance education administrators by helping them to efficiently sort through the research and news information that is now available. These tools and their respective filters and aggregators make it possible for busy distance education administrators to stay…

Learning Anatomy via Mobile Augmented Reality: Effects on Achievement and Cognitive Load

ERIC Educational Resources Information Center

Küçük, Sevda; Kapakin, Samet; Göktas, Yüksel

2016-01-01

Augmented reality (AR), a new generation of technology, has attracted the attention of educators in recent years. In this study, a MagicBook was developed for a neuroanatomy topic by using mobile augmented reality (mAR) technology. This technology integrates virtual learning objects into the real world and allow users to interact with the…

A Mobile Augmented Reality System for the Learning of Dental Morphology

ERIC Educational Resources Information Center

Juan, M.-Carmen; Alexandrescu, Lucian; Folguera, Fernando; García-García, Inmaculada

2016-01-01

Three-dimensional models are important when the learning content is difficult to acquire from 2D images or other traditional methods. This is the case for learning dental morphology. In this paper, we present a mobile augmented reality (AR) system for learning dental morphology. A study with students was carried out to determine whether learning…

An Augmented Reality-Based Mobile Learning System to Improve Students' Learning Achievements and Motivations in Natural Science Inquiry Activities

ERIC Educational Resources Information Center

Chiang, Tosti H. C.; Yang, Stephen J. H.; Hwang, Gwo-Jen

2014-01-01

In this study, an augmented reality-based mobile learning system is proposed for conducting inquiry-based learning activities. An experiment has been conducted to examine the effectiveness of the proposed approach in terms of learning achievements and motivations. The subjects were 57 fourth graders from two classes taught by the same teacher in…

Pulmonary Embolism from Cement Augmentation of the Vertebral Body.

PubMed

Ignacio, Jose Manuel Fernando; Ignacio, Katrina Hannah Dizon

2018-04-01

Pulmonary cement embolism (PCE) can follow cement augmentation procedures for spine fractures due to osteoporosis, traumatic injuries, and painful metastatic lesions. PCE is underreported and it is likely that many cases remain undiagnosed. Risk factors for PCE have been identified, which can help alert clinicians to patients likely to develop the condition, and there are recommended techniques to reduce its incidence. Most patients with PCE are asymptomatic or only develop transient symptoms, although a few may exhibit florid cardiorespiratory manifestations which can ultimately be fatal. Diagnosis is mainly by radiographic means, commonly using simple radiographs and computed tomography scans of the chest with ancillary tests that assess the patient's cardiorespiratory condition. Management depends on the location and size of the emboli as well as the patient's symptomatology. The aim of this review is to raise awareness of the not uncommon complications of PCE following vertebral cement augmentation and the possibility of serious sequelae. Recommendations for the diagnosis and management of PCE are presented, based on the most recent literature.

An Asynchronous Augmentation to Traditional Course Delivery.

ERIC Educational Resources Information Center

Wolverton, Marvin L.; Wolverton, Mimi

Asynchronous augmentation facilitates distributed learning, which relies heavily on technology and self-learning. This paper reports the results of delivering a real estate principles course using an asynchronous course delivery format. It highlights one of many ways to enhance learning using technology, and it provides information concerning how…

"Learning to Work" in Small Businesses: Learning and Training for Young Adults with Learning Disabilities

ERIC Educational Resources Information Center

Ruggeri-Stevens, Geoff; Goodwin, Susan

2007-01-01

Purpose: The paper alerts small business employers to new dictates of the Disability Discrimination Act (2005) as it applies to learning disabilities. Then the "Learning to Work" project featured in the paper offers small business employers a set of approaches and methods for the identification of a learning-disabled young adult…

Leveraging Mobile Games for Place-Based Language Learning

ERIC Educational Resources Information Center

Holden, Christopher L.; Sykes, Julie M.

2011-01-01

This paper builds on the emerging body of research aimed at exploring the educational potential of mobile technologies, specifically, how to leverage place-based, augmented reality mobile games for language learning. Mentira is the first place-based, augmented reality mobile game for learning Spanish in a local neighborhood in the Southwestern…

Learner Presence, Perception, and Learning Achievements in Augmented-Reality-Mediated Learning Environments

ERIC Educational Resources Information Center

Chen, Yu-Hsuan; Wang, Chang-Hwa

2018-01-01

Although research has indicated that augmented reality (AR)-facilitated instruction improves learning performance, further investigation of the usefulness of AR from a psychological perspective has been recommended. Researchers consider presence a major psychological effect when users are immersed in virtual reality environments. However, most…

Assessment in Education. IBE Special Alert

ERIC Educational Resources Information Center

UNESCO International Bureau of Education, 2014

2014-01-01

As another year is approaching, the time seems appropriate to look back and reflect on all the things that have been done, and more importantly learned during 2014. Along the same lines, and in order to offer further food for thought, the IBE is happy to share with you its latest Thematic alert on the topic of assessment in education. More…

Helping the Child with a Cleft Palate in Your Classroom.

ERIC Educational Resources Information Center

Moran, Michael J.; Pentz, Arthur L.

1995-01-01

Guidelines for teachers of a student with a cleft palate include understand the physical problem; know what kind of speech problem to expect; be alert to the possibility of language-based learning difficulties; watch for signs of hearing loss; be alert to socialization problems; help the student make up work; and avoid self-fulfilling prophecies.…

Augmented Reality and Mobile Learning: The State of the Art

ERIC Educational Resources Information Center

FitzGerald, Elizabeth; Ferguson, Rebecca; Adams, Anne; Gaved, Mark; Mor, Yishay; Thomas, Rhodri

2013-01-01

In this paper, the authors examine the state of the art in augmented reality (AR) for mobile learning. Previous work in the field of mobile learning has included AR as a component of a wider toolkit but little has been done to discuss the phenomenon in detail or to examine in a balanced fashion its potential for learning, identifying both positive…

Benefits of augmentative signs in word learning: Evidence from children who are deaf/hard of hearing and children with specific language impairment.

PubMed

van Berkel-van Hoof, Lian; Hermans, Daan; Knoors, Harry; Verhoeven, Ludo

2016-12-01

Augmentative signs may facilitate word learning in children with vocabulary difficulties, for example, children who are Deaf/Hard of Hearing (DHH) and children with Specific Language Impairment (SLI). Despite the fact that augmentative signs may aid second language learning in populations with a typical language development, empirical evidence in favor of this claim is lacking. We aim to investigate whether augmentative signs facilitate word learning for DHH children, children with SLI, and typically developing (TD) children. Whereas previous studies taught children new labels for familiar objects, the present study taught new labels for new objects. In our word learning experiment children were presented with pictures of imaginary creatures and pseudo words. Half of the words were accompanied by an augmentative pseudo sign. The children were tested for their receptive word knowledge. The DHH children benefitted significantly from augmentative signs, but the children with SLI and TD age-matched peers did not score significantly different on words from either the sign or no-sign condition. These results suggest that using Sign-Supported speech in classrooms of bimodal bilingual DHH children may support their spoken language development. The difference between earlier research findings and the present results may be caused by a difference in methodology. Copyright © 2016 Elsevier Ltd. All rights reserved.

Evaluating the Effect on User Perception and Performance of Static and Dynamic Contents Deployed in Augmented Reality Based Learning Application

ERIC Educational Resources Information Center

Montoya, Mauricio Hincapié; Díaz, Christian Andrés; Moreno, Gustavo Adolfo

2017-01-01

Nowadays, the use of technology to improve teaching and learning experiences in the classroom has been promoted. One of these technologies is augmented reality, which allows overlaying layers of virtual information on real scene with the aim of increasing the perception that user has of reality. Augmented reality has proved to offer several…

Learning by Design: Bringing Poster Carousels to Life through Augmented Reality in a Blended English Course

ERIC Educational Resources Information Center

Alizadeh, Mehrasa; Mehran, Parisa; Koguchi, Ichiro; Takemura, Haruo

2017-01-01

In recent years, there has been a burgeoning interest in Augmented Reality (AR) technologies, especially in educational settings to edutain (i.e. educate and entertain) students and engage them in their learning. This study reports the results of the use of an AR application called BlippAR to augment poster carousel tasks in a blended English…

A Pilot Project in Augmentative Distance Learning... George Mason University Graduate Course in Biochemistry.

ERIC Educational Resources Information Center

Willett, James D.; Keefe, David D.

This paper describes the use of distance learning capabilities to augment and amplify the learning opportunities for part-time graduate students at George Mason University. The students in the biochemistry course described meet periodically on campus for brief interactions with the instructor and peer classmates. Between these synchronous…

Feel, Imagine and Learn!--Haptic Augmented Simulation and Embodied Instruction in Physics Learning

ERIC Educational Resources Information Center

Han, In Sook

2010-01-01

The purpose of this study was to investigate the potentials and effects of an embodied instructional model in abstract concept learning. This embodied instructional process included haptic augmented educational simulation as an instructional tool to provide perceptual experiences as well as further instruction to activate those previous…

The Design of Immersive English Learning Environment Using Augmented Reality

ERIC Educational Resources Information Center

Li, Kuo-Chen; Chen, Cheng-Ting; Cheng, Shein-Yung; Tsai, Chung-Wei

2016-01-01

The study uses augmented reality (AR) technology to integrate virtual objects into the real learning environment for language learning. The English AR classroom is constructed using the system prototyping method and evaluated by semi-structured in-depth interviews. According to the flow theory by Csikszenmihalyi in 1975 along with the immersive…

Affordances of Augmented Reality in Science Learning: Suggestions for Future Research

ERIC Educational Resources Information Center

Cheng, Kun-Hung; Tsai, Chin-Chung

2013-01-01

Augmented reality (AR) is currently considered as having potential for pedagogical applications. However, in science education, research regarding AR-aided learning is in its infancy. To understand how AR could help science learning, this review paper firstly has identified two major approaches of utilizing AR technology in science education,…

Enhancing and Transforming Global Learning Communities with Augmented Reality

ERIC Educational Resources Information Center

Frydenberg, Mark; Andone, Diana

2018-01-01

Augmented and virtual reality applications bring new insights to real world objects and scenarios. This paper shares research results of the TalkTech project, an ongoing study investigating the impact of learning about new technologies as members of global communities. This study shares results of a collaborative learning project about augmented…

Augmented Reality in the Science Museum: Lessons Learned in Scaffolding for Conceptual and Cognitive Learning

ERIC Educational Resources Information Center

Yoon, Susan A.; Elinich, Karen; Wang, Joyce; Van Schooneveld, Jacqueline G.

2012-01-01

This research follows on previous studies that investigated how digitally augmented devices and knowledge scaffolds enhance learning in a science museum. We investigated what combination of scaffolds could be used in conjunction with the unique characteristics of informal participation to increase conceptual and cognitive outcomes. 307 students…

What Teachers Need to Know about Augmented Reality Enhanced Learning Environments

ERIC Educational Resources Information Center

Wasko, Christopher

2013-01-01

Augmented reality (AR) enhanced learning environments have been designed to teach a variety of subjects by having learners act like professionals in the field as opposed to students in a classroom. The environments, grounded in constructivist and situated learning theories, place students in a meaningful, non-classroom environment and force them…

3D interactive augmented reality-enhanced digital learning systems for mobile devices

NASA Astrophysics Data System (ADS)

Feng, Kai-Ten; Tseng, Po-Hsuan; Chiu, Pei-Shuan; Yang, Jia-Lin; Chiu, Chun-Jie

2013-03-01

With enhanced processing capability of mobile platforms, augmented reality (AR) has been considered a promising technology for achieving enhanced user experiences (UX). Augmented reality is to impose virtual information, e.g., videos and images, onto a live-view digital display. UX on real-world environment via the display can be e ectively enhanced with the adoption of interactive AR technology. Enhancement on UX can be bene cial for digital learning systems. There are existing research works based on AR targeting for the design of e-learning systems. However, none of these work focuses on providing three-dimensional (3-D) object modeling for en- hanced UX based on interactive AR techniques. In this paper, the 3-D interactive augmented reality-enhanced learning (IARL) systems will be proposed to provide enhanced UX for digital learning. The proposed IARL systems consist of two major components, including the markerless pattern recognition (MPR) for 3-D models and velocity-based object tracking (VOT) algorithms. Realistic implementation of proposed IARL system is conducted on Android-based mobile platforms. UX on digital learning can be greatly improved with the adoption of proposed IARL systems.

Active Learning Environments with Robotic Tangibles: Children's Physical and Virtual Spatial Programming Experiences

ERIC Educational Resources Information Center

Burleson, Winslow S.; Harlow, Danielle B.; Nilsen, Katherine J.; Perlin, Ken; Freed, Natalie; Jensen, Camilla Nørgaard; Lahey, Byron; Lu, Patrick; Muldner, Kasia

2018-01-01

As computational thinking becomes increasingly important for children to learn, we must develop interfaces that leverage the ways that young children learn to provide opportunities for them to develop these skills. Active Learning Environments with Robotic Tangibles (ALERT) and Robopad, an analogous on-screen virtual spatial programming…

A Future of Satellite-Aided Search and Rescue

NASA Technical Reports Server (NTRS)

Wallace, Ronald

1998-01-01

Satellite technology has been an integral part of maritime search and rescue since the Cospas-Sarsat system began operation in 1984. This system, credited with more than eighty-six hundred lives saved, has recently been augmented to provide immediate response through geostationary satellites. The other satellite-based distress alerting system, INMARSAT, launched its emergency Standard C service in 1991 and Standard E in 1997. Current plans call for a continuation of service from both of these vital systems at least through the first decade of the next century. We are currently witnessing the construction of a number of new satellite systems that will have the potential for revolutionizing mobile communications. These systems will be capable of emergency communication, and must be given due consideration in any look at the future, This paper reviews existing systems using satellites for distress alerting, describes the plans in place for them, and discusses likely developments.

The effects of error augmentation on learning to walk on a narrow balance beam.

PubMed

Domingo, Antoinette; Ferris, Daniel P

2010-10-01

Error augmentation during training has been proposed as a means to facilitate motor learning due to the human nervous system's reliance on performance errors to shape motor commands. We studied the effects of error augmentation on short-term learning of walking on a balance beam to determine whether it had beneficial effects on motor performance. Four groups of able-bodied subjects walked on a treadmill-mounted balance beam (2.5-cm wide) before and after 30 min of training. During training, two groups walked on the beam with a destabilization device that augmented error (Medium and High Destabilization groups). A third group walked on a narrower beam (1.27-cm) to augment error (Narrow). The fourth group practiced walking on the 2.5-cm balance beam (Wide). Subjects in the Wide group had significantly greater improvements after training than the error augmentation groups. The High Destabilization group had significantly less performance gains than the Narrow group in spite of similar failures per minute during training. In a follow-up experiment, a fifth group of subjects (Assisted) practiced with a device that greatly reduced catastrophic errors (i.e., stepping off the beam) but maintained similar pelvic movement variability. Performance gains were significantly greater in the Wide group than the Assisted group, indicating that catastrophic errors were important for short-term learning. We conclude that increasing errors during practice via destabilization and a narrower balance beam did not improve short-term learning of beam walking. In addition, the presence of qualitatively catastrophic errors seems to improve short-term learning of walking balance.

Mobile Augmented Reality as Usability to Enhance Nurse Prevent Violence Learning Satisfaction.

PubMed

Hsu, Han-Jen; Weng, Wei-Kai; Chou, Yung-Lang; Huang, Pin-Wei

2018-01-01

Violence in hospitals, nurses are at high risk of patient's aggression in the workplace. This learning course application Mobile Augmented Reality to enhance nurse to prevent violence skill. Increasingly, mobile technologies introduced and integrated into classroom teaching and clinical applications. Improving the quality of learning course and providing new experiences for nurses.

The Influences of the 2D Image-Based Augmented Reality and Virtual Reality on Student Learning

ERIC Educational Resources Information Center

Liou, Hsin-Hun; Yang, Stephen J. H.; Chen, Sherry Y.; Tarng, Wernhuar

2017-01-01

Virtual reality (VR) learning environments can provide students with concepts of the simulated phenomena, but users are not allowed to interact with real elements. Conversely, augmented reality (AR) learning environments blend real-world environments so AR could enhance the effects of computer simulation and promote students' realistic experience.…

Distance learning ects and flipped classroom in the anatomy learning: comparative study of the use of augmented reality, video and notes.

PubMed

Ferrer-Torregrosa, Javier; Jiménez-Rodríguez, Miguel Ángel; Torralba-Estelles, Javier; Garzón-Farinós, Fernanda; Pérez-Bermejo, Marcelo; Fernández-Ehrling, Nadia

2016-09-01

The establishment of the ECTS (European Credit Transfer System) is one of the pillars of the European Space of Higher Education. This way of accounting for the time spent in training has two essential parts, classroom teaching (work with the professor) and distance learning (work without the professor, whether in an individual or collective way). Much has been published on the distance learning part, but less on the classroom teaching section. In this work, the authors investigate didactic strategies and associated aids for distance learning work in a concept based on flipped classroom where transmitting information is carried out with aids that the professor prepares, so that the student works in an independent way before the classes, thus being able to dedicate the classroom teaching time to more complex learning and being able to count on the professor's help. Three teaching aids applied to the study of anatomy have been compared: Notes with images, videos, and augmented reality. Four dimensions have been compared: the time spent, the acquired learnings, the metacognitive perception, and the prospects of the use of augmented reality for study. The results show the effectiveness, in all aspects, of augmented reality when compared with the rest of aids. The questionnaire assessed the acquired knowledge through a course exam, where 5.60 points were obtained for the notes group, 6.54 for the video group, and 7.19 for the augmented reality group. That is 0.94 more points for the video group compared with the notes and 1.59 more points for the augmented reality group compared with the notes group. This research demonstrates that, although technology has not been sufficiently developed for education, it is expected that it can be improved in both the autonomous work of the student and the academic training of health science students and that we can teach how to learn. Moreover, one can see how the grades of the students who studied with augmented reality are more grouped and that there is less dispersion in the marks compared with other materials.

Applying Augmented Reality to a Mobile-Assisted Learning System for Martial Arts Using Kinect Motion Capture

ERIC Educational Resources Information Center

Hsu, Wen-Chun; Shih, Ju-Ling

2016-01-01

In this study, to learn the routine of Tantui, a branch of martial arts was taken as an object of research. Fitts' stages of motor learning and augmented reality (AR) were applied to a 3D mobile-assisted learning system for martial arts, which was characterized by free viewing angles. With the new system, learners could rotate the viewing angle of…

Developing an Interactive Augmented Reality System as a Complement to Plant Education and Comparing Its Effectiveness with Video Learning

ERIC Educational Resources Information Center

Chang, Rong-Chi; Chung, Liang-Yi; Huang, Yong-Ming

2016-01-01

The learning of plants has garnered considerable attention in recent years, but students often lack the motivation to learn about the process of plant growth. Also, students are not able to apply what they have learned in class in the form of observation, since plant growth takes a long time. In this study, we use augmented reality (AR) technology…

The Role of Attention in Reading with Implications for the Learning Disabled Student.

ERIC Educational Resources Information Center

Samuels, S. Jay; Edwall, Glenace

1981-01-01

The article reviews issues regarding the role of attention in reading problems manifested by learning disabled students. Characteristics of attention (including arousal, alertness, vigilance, selective attention, and capacity) are considered. (CL)

An Interactive Augmented Reality Implementation of Hijaiyah Alphabet for Children Education

NASA Astrophysics Data System (ADS)

Rahmat, R. F.; Akbar, F.; Syahputra, M. F.; Budiman, M. A.; Hizriadi, A.

2018-03-01

Hijaiyah alphabet is letters used in the Qur’an. An attractive and exciting learning process of Hijaiyah alphabet is necessary for the children. One of the alternatives to create attractive and interesting learning process of Hijaiyah alphabet is to develop it into a mobile application using augmented reality technology. Augmented reality is a technology that combines two-dimensional or three-dimensional virtual objects into actual three-dimensional circles and projects them in real time. The purpose of application aims to foster the children interest in learning Hijaiyah alphabet. This application is using Smartphone and marker as the medium. It was built using Unity and augmented reality library, namely Vuforia, then using Blender as the 3D object modeling software. The output generated from this research is the learning application of Hijaiyah letters using augmented reality. How to use it is as follows: first, place marker that has been registered and printed; second, the smartphone camera will track the marker. If the marker is invalid, the user should repeat the tracking process. If the marker is valid and identified, the marker will have projected the objects of Hijaiyah alphabet in three-dimensional form. Lastly, the user can learn and understand the shape and pronunciation of Hijaiyah alphabet by touching the virtual button on the marker

Advanced Solid State Lighting for AES Deep Space Hab Project

NASA Technical Reports Server (NTRS)

Holbert, Eirik

2015-01-01

The advanced Solid State Lighting (SSL) assemblies augmented 2nd generation modules under development for the Advanced Exploration Systems Deep Space Habitat in using color therapy to synchronize crew circadian rhythms. Current RGB LED technology does not produce sufficient brightness to adequately address general lighting in addition to color therapy. The intent is to address both through a mix of white and RGB LEDs designing for fully addressable alertness/relaxation levels as well as more dramatic circadian shifts.

Ground Optical Signal Processing Architecture for Contributing Space-Based SSA Sensor Data

DTIC Science & Technology

2014-09-01

Where 2 zodiacal 2 thermalphotons dNdNsignaldN  and readdN is the read noise in noise-electrons. dNthermal is the photoelectron noise due...PhD, USAF Defense Advanced Research Projects Agency, Arlington, VA. ABSTRACT DARPA’s OrbitOutlook aims to augment the performance of the Space...SDA) and determine when satellites are at risk. OrbitOutlook also seeks to demonstrate the ability to rapidly include new instruments to alert for

TV audio and video on the same channel

NASA Technical Reports Server (NTRS)

Hopkins, J. B.

1979-01-01

Transmitting technique adds audio to video signal during vertical blanking interval. SIVI (signal in the vertical interval) is used by TV networks and stations to transmit cuing and automatic-switching tone signals to augment automatic and manual operations. It can also be used to transmit one-way instructional information, such as bulletin alerts, program changes, and commercial-cutaway aural cues from the networks to affiliates. Additonally, it can be used as extra sound channel for second-language transmission to biligual stations.

AMDIS Case Conference: Intrusive Medication Safety Alerts.

PubMed

Graham, J; Levick, D; Schreiber, R

2010-01-01

Clinical decision support that provides enhanced patient safety at the point of care frequently encounters significant pushback from clinicians who find the process intrusive or time-consuming. We present a hypothetical medical center's dilemma about its allergy alerting system and discuss similar problems faced by real hospitals. We then share some lessons learned and best practices for institutions who wish to implement these tools themselves.

The Use of Geometry Learning Media Based on Augmented Reality for Junior High School Students

NASA Astrophysics Data System (ADS)

Rohendi, D.; Septian, S.; Sutarno, H.

2018-02-01

Understanding the geometry especially of three-dimensional space is still considered difficult by some students. Therefore, a learning innovation is required to overcome students’ difficulties in learning geometry. In this research, we developed geometry learning media based on augmented reality in android flatform’s then it was implemented in teaching three-dimensional objects for some junior high school students to find out: how is the students response in using this new media in geometry and is this media can solve the student’s difficulties in understanding geometry concept. The results showed that the use of geometry learning media based on augmented reality in android flatform is able to get positive responses from the students in learning geometry concepts especially three-dimensional objects and students more easy to understand concept of diagonal in geometry than before using this media.

Enhancing a Multi-body Mechanism with Learning-Aided Cues in an Augmented Reality Environment

NASA Astrophysics Data System (ADS)

Singh Sidhu, Manjit

2013-06-01

Augmented Reality (AR) is a potential area of research for education, covering issues such as tracking and calibration, and realistic rendering of virtual objects. The ability to augment real world with virtual information has opened the possibility of using AR technology in areas such as education and training as well. In the domain of Computer Aided Learning (CAL), researchers have long been looking into enhancing the effectiveness of the teaching and learning process by providing cues that could assist learners to better comprehend the materials presented. Although a number of works were done looking into the effectiveness of learning-aided cues, but none has really addressed this issue for AR-based learning solutions. This paper discusses the design and model of an AR based software that uses visual cues to enhance the learning process and the outcome perception results of the cues.

Exploring the Potential of a Location Based Augmented Reality Game for Language Learning

ERIC Educational Resources Information Center

Richardson, Donald

2016-01-01

This paper adds to the small but growing body of research into the potential of augmented reality games for teaching and learning English as a foreign language (EFL). It explores the extent to which such games enhance the language learning experience of advanced level EFL learners. The author draws on his work developing "Mission not really…

Augmented Affordances Support Learning: Comparing the Instructional Effects of the Augmented Reality Sandbox and Conventional Maps to Teach Topographic Map Skills

ERIC Educational Resources Information Center

Richardson, R. Thomas; Sammons, Dotty; Del-Parte, Donna

2018-01-01

This study compared learning performance during and following AR and non-AR topographic map instruction and practice Two-way ANOVA testing indicated no significant differences on a posttest assessment between map type and spatial ability. Prior learning activity results revealed a significant performance difference between AR and non-AR treatment…

A Comparison Study of Augmented Reality versus Interactive Simulation Technology to Support Student Learning of a Socio-Scientific Issue

ERIC Educational Resources Information Center

Chang, Hsin-Yi; Hsu, Ying-Shao; Wu, Hsin-Kai

2016-01-01

We investigated the impact of an augmented reality (AR) versus interactive simulation (IS) activity incorporated in a computer learning environment to facilitate students' learning of a socio-scientific issue (SSI) on nuclear power plants and radiation pollution. We employed a quasi-experimental research design. Two classes (a total of 45…

Where Does My Augmented Reality Learning Experience (ARLE) Belong? A Student and Teacher Perspective to Positioning ARLEs

ERIC Educational Resources Information Center

Drljevic, Neven; Wong, Lung Hsiang; Boticki, Ivica

2017-01-01

The paper provides a high-level review of the current state of techno-pedagogical design in Augmented Reality Learning Experiences (ARLEs). The review is based on a rubric constructed from the Meaningful Learning with ICT framework and the Orchestration Load reduction framework, providing, respectively, a view of primarily student- and primarily…

Inattentional blindness and augmented-vision displays: Effects of cartoon-like filtering and attended scene

PubMed Central

Apfelbaum, Henry L.; Apfelbaum, Doris H.; Woods, Russell L.; Peli, Eli

2007-01-01

Augmented-vision devices that we are developing to aid people with low vision (impaired vision) employ vision multiplexing – the simultaneous presentation of two different views to one or both eyes. This approach enables compensation for vision deficits without depriving the wearers of their normal views of the scene. Ideally, wearers would make use of the simultaneous views to alert them to potential mobility hazards, without a need to divide attention consciously. Inattentional blindness, the frequent inability to notice otherwise-obvious events in one scene while paying attention to another, overlapping, scene, works against that sort of augmentation, so we are investigating ways to mitigate it. In this study we filtered the augmented view, creating cartoon-like representations, to make it easier to detect significant features in that view and to minimise interference with the normal view. We reproduced a classic inattentional blindness experiment to evaluate the effect, and found that, surprisingly, edge filtering had no detectable effect – positive or negative – on the noticing of unexpected events in the unattended scene. We then modified the experiment to determine if the inattentional blindness was due to the confusion of overlaid views or simply a matter of attention, and found the latter to be the case. PMID:18426419

Targeting Alertness to Improve Cognition in Older Adults: A Preliminary Report of Benefits in Executive Function and Skill Acquisition

PubMed Central

Van Vleet, Thomas M.; DeGutis, Joseph M.; Merzenich, Michael M.; Simpson, Gregory V.; Zomet, Ativ; Dabit, Sawsan

2016-01-01

Efficient self-regulation of alertness declines with age exacerbating normal declines in performance across multiple cognitive domains, including learning and skill acquisition. Previous cognitive intervention studies have shown that it is possible to enhance alertness in patients with acquired brain injury and marked attention impairments, and that this benefit generalizes to improvements in more global cognitive functions. In the current preliminary studies, we sought to test whether this approach, that targets both tonic (over a period of minutes) and phasic (moment-to-moment) alertness, can improve key executive functioning declines in older adults, and enhance the rate of skill acquisition. The results of both experiments 1 and 2 demonstrate that, compared to active control training, alertness training significantly enhanced performance in several validated executive function measures. In experiment 2, alertness training significantly improved skill acquisition compared to active control training in a well-characterized speed of processing task, with the largest benefits shown in the most challenging speed of processing blocks. The results of the current study suggest that targeting intrinsic alertness in cognitive training provides a novel approach to improve executive functions in older adults and may be a useful adjunct treatment to enhance benefits gained in other clinically validated treatments. PMID:27372902

Writing in the Majors: A Guide for Disciplinary Faculty.

ERIC Educational Resources Information Center

Brand, Alice G.

At the intersection of teaching and learning, this guide is intended to introduce and update disciplinary faculty on contemporary writing principles and pedagogy. In addition, it is designed to: alert faculty to the ways in which effective writing helps students not only show what they have learned but also to learn, generate, and communicate…

The Alert Program for Self-Management of Behaviour in Second Level Schools: Results of Phase 1 of a Pilot Study

ERIC Educational Resources Information Center

Mac Cobb, Siobhan; Fitzgerald, Brian; Lanigan-O'Keeffe, Carolyn

2014-01-01

This article reports on Phase 1 of a pilot programme on self-management of behaviour with challenging class groups of students as part of the evidence-informed practice of the National Behaviour Support Service. The Alert Program is a structured active learning programme using an engine analogy. The person's engine runs on high, low or just right…

Performance Assessment of Network Intrusion-Alert Prediction

DTIC Science & Technology

2012-09-01

the threats. In this thesis, we use Snort to generate the intrusion detection alerts. 2. SNORT Snort is an open source network intrusion...standard for IPS. (Snort, 2012) We choose Snort because it is an open source product that is free to download and can be deployed cross-platform...Learning & prediction in relational time series: A survey. 21st Behavior Representation in Modeling & Simulation ( BRIMS ) Conference 2012, 93–100. Tan

Using Augmented Reality to Teach and Learn Biochemistry

ERIC Educational Resources Information Center

Vega Garzón, Juan Carlos; Magrini, Marcio Luiz; Galembeck, Eduardo

2017-01-01

Understanding metabolism and metabolic pathways constitutes one of the central aims for students of biological sciences. Learning metabolic pathways should be focused on the understanding of general concepts and core principles. New technologies such Augmented Reality (AR) have shown potential to improve assimilation of biochemistry abstract…

Location-Based Learning through Augmented Reality

ERIC Educational Resources Information Center

Chou, Te-Lien; Chanlin, Lih-Juan

2014-01-01

A context-aware and mixed-reality exploring tool cannot only effectively provide an information-rich environment to users, but also allows them to quickly utilize useful resources and enhance environment awareness. This study integrates Augmented Reality (AR) technology into smartphones to create a stimulating learning experience at a university…

Gunner Goggles: Implementing Augmented Reality into Medical Education.

PubMed

Wang, Leo L; Wu, Hao-Hua; Bilici, Nadir; Tenney-Soeiro, Rebecca

2016-01-01

There is evidence that both smartphone and tablet integration into medical education has been lacking. At the same time, there is a niche for augmented reality (AR) to improve this process through the enhancement of textbook learning. Gunner Goggles is an attempt to enhance textbook learning in shelf exam preparatory review with augmented reality. Here we describe our initial prototype and detail the process by which augmented reality was implemented into our textbook through Layar. We describe the unique functionalities of our textbook pages upon augmented reality implementation, which includes links, videos and 3D figures, and surveyed 24 third year medical students for their impression of the technology. Upon demonstrating an initial prototype textbook chapter, 100% (24/24) of students felt that augmented reality improved the quality of our textbook chapter as a learning tool. Of these students, 92% (22/24) agreed that their shelf exam review was inadequate and 19/24 (79%) felt that a completed Gunner Goggles product would have been a viable alternative to their shelf exam review. Thus, while students report interest in the integration of AR into medical education test prep, future investigation into how the use of AR can improve performance on exams is warranted.

Working Memory & Augmented Reality's Trajectory: A Literature Review of AR in Education, Online Learning, Workforce Training, and Working Memory Research

ERIC Educational Resources Information Center

Squires, David R.

2017-01-01

The structure of the literature review features the current trajectory of Augmented Reality in the field including the current literature detailing how Augmented Reality has been applied in educational environments; how Augmented Reality has been applied in training environments; how Augmented Reality has been used to measure cognition and the…

Incorporating Haptic Feedback in Simulation for Learning Physics

ERIC Educational Resources Information Center

Han, Insook; Black, John B.

2011-01-01

The purpose of this study was to investigate the effectiveness of a haptic augmented simulation in learning physics. The results indicate that haptic augmented simulations, both the force and kinesthetic and the purely kinesthetic simulations, were more effective than the equivalent non-haptic simulation in providing perceptual experiences and…

An Augmented-Reality-Based Concept Map to Support Mobile Learning for Science

ERIC Educational Resources Information Center

Chen, Chien-Hsu; Chou, Yin-Yu; Huang, Chun-Yen

2016-01-01

Computer hardware and mobile devices have developed rapidly in recent years, and augmented reality (AR) technology has been increasingly applied in mobile learning. Although instructional AR applications have yielded satisfactory results and prompted students' curiosity and interest, a number of problems remain. The crucial topic for AR…

Computer Augmented Learning; A Survey.

ERIC Educational Resources Information Center

Kindred, J.

The report contains a description and summary of computer augmented learning devices and systems. The devices are of two general types programed instruction systems based on the teaching machines pioneered by Pressey and developed by Skinner, and the so-called "docile" systems that permit greater user-direction with the computer under student…

CARE: Creating Augmented Reality in Education

ERIC Educational Resources Information Center

Latif, Farzana

2012-01-01

This paper explores how Augmented Reality using mobile phones can enhance teaching and learning in education. It specifically examines its application in two cases, where it is identified that the agility of mobile devices and the ability to overlay context specific resources offers opportunities to enhance learning that would not otherwise exist.…

Augmenting Traditional Books with Context-Aware Learning Supports from Online Learning Communities

ERIC Educational Resources Information Center

Chen, Gwo-Dong; Chao, Po-Yao

2008-01-01

Recent advances in ubiquitous computing technologies have brought reality augmentation of traditional objects to context-aware and social supports. Although a significant proportion of students prefer poring over traditional paper textbooks over electronic books, few studies have enhanced reading practice of traditional books with ubiquitous…

A randomized trial of automated electronic alerts demonstrating improved reimbursable anesthesia time documentation.

PubMed

Freundlich, Robert E; Barnet, Caryn S; Mathis, Michael R; Shanks, Amy M; Tremper, Kevin K; Kheterpal, Sachin

2013-03-01

To investigate whether alerting providers to errors results in improved documentation of reimbursable anesthesia care. Prospective randomized controlled trial. Operating room (OR) of a university hospital. Anesthesia cases were evaluated to determine whether they met the definition for appropriate anesthesia start time over 4 separate, 45-day calendar cycles: the pre-study period, study period, immediate post-study period, and 3-year follow-up period. During the study period, providers were randomly assigned to either a control or an alert group. Providers in the alert cohort received an automated alphanumeric page if the anesthesia start time occurred concurrently with the patient entering the OR, or more than 30 minutes before entering the OR. Three years after the intervention period, overall compliance was analyzed to assess learned behavior. Baseline compliance was 33% ± 5%. During the intervention period, providers in the alert group showed 87% ± 6% compliance compared with 41% ± 7% compliance in the control group (P < 0.001). Long-term follow-up after cessation of the alerts showed 85% ± 4% compliance. Automated electronic reminders for time-based billing charges are effective and result in improved ongoing reimbursement. Copyright © 2013 Elsevier Inc. All rights reserved.

Quality Physical Education. NASPE Resource Brief

ERIC Educational Resources Information Center

National Association for Sport and Physical Education, 2013

2013-01-01

A quality physical education program provides learning opportunities, appropriate instruction, meaningful and challenging content, and student and program assessment. In addition, a quality physical education improves mental alertness, academic performance, and readiness and enthusiasm for learning in the nation's youth. This brief provides a list…

Awareness Enhancing and Monitoring Device plus Habit Reversal in the Treatment of Trichotillomania: An Open Feasibility Trial.

PubMed

Himle, Joseph A; Bybee, Deborah; O'Donnell, Lisa A; Weaver, Addie; Vlnka, Sarah; DeSena, Daniel T; Rimer, Jessica M

2018-01-01

Habit Reversal Therapy (HRT) is helpful for many persons suffering from trichotillomania. However successful habit reversal therapy requires awareness of hair pulling behaviors. Available methods to monitor hair pulling behaviors are less than ideal, particularly when sufferers are unaware of their pulling-related behaviors. This open feasibility trial included 20 persons with trichotillomania who were treated with nine weeks of HRT with experienced clinicians following a well-established HRT protocol. HRT was augmented with an electronic Awareness Enhancing and Monitoring Device (AEMD) designed to alert users of hand to head contact and to monitor the frequency of pulling-related behaviors. The AEMD included a neck unit and two wrist units, each equipped with vibrating alert functions. The results of the open trial revealed significant improvements in trichotillomania symptoms as measured by clinician and self-report rating scales. Most participants met study criteria for HRT completion and treatment effects were large. Participants reported that the AEMD, when operational, was effective in alerting participants to TTM-related behaviors. The monitoring function of the AEMD did not operate as designed. Subjective feedback focused on the AEMD concept was positive but AEMD reliability problems and complaints about the wearability the units were common. Recommendations for AEMD design modifications were included.

Does Augmented Reality Affect High School Students' Learning Outcomes in Chemistry?

NASA Astrophysics Data System (ADS)

Renner, Jonathan Christopher

Some teens may prefer using a self-directed, constructivist, and technologic approach to learning rather than traditional classroom instruction. If it can be demonstrated, educators may adjust their teaching methodology. The guiding research question for this study focused on how augmented reality affects high school students' learning outcomes in chemistry, as measured by a pretest and posttest methodology when ensuring that the individual outcomes were not the result of group collaboration. This study employed a quantitative, quasi-experimental study design that used a comparison and experimental group. Inferential statistical analysis was employed. The study was conducted at a high school in southwest Colorado. Eighty-nine respondents returned completed and signed consent forms, and 78 participants completed the study. Results demonstrated that augmented reality instruction caused posttest scores to significantly increase, as compared to pretest scores, but it was not as effective as traditional classroom instruction. Scores did improve under both types of instruction; therefore, more research is needed in this area. The present study was the first quantitative experiment controlling for individual learning to validate augmented reality using mobile handheld digital devices that affected individual students' learning outcomes without group collaboration. This topic was important to the field of education as it may help educators understand how students learn and it may also change the way students are taught.

Virtual Learning: The Good, the Bad, and the Ugly. Trends and Issues Alert No. 12.

ERIC Educational Resources Information Center

Kerka, Sandra

A new breed of nontraditional institution has arisen to meet the demands of working adults who want to participate in lifelong learning but lack the time for full- or part-time study at a traditional institution. These new institutions range from completely virtual universities, online arms of existing institutions, learning marketplaces, or…

Is there a cognitive signature for MS-related fatigue?

PubMed

Hanken, Katrin; Eling, Paul; Hildebrandt, Helmut

2015-04-01

The compensatory approach of fatigue argues that it is a state caused by task load. The neuropsychiatric approach argues that fatigue is a trait (like depression), unrelated to environmental challenges. We propose that fatigue is an internal state that can be measured behaviorally only by applying specific cognitive tasks. PubMed was searched for articles concerning the relation between fatigue and cognitive performance or brain atrophy or functional MRI, distinguishing between the following cognitive domains: learning/memory, cognitive speed/selective attention, language, visuospatial processing, working memory, alerting/vigilance. Only tasks assessing alerting/vigilance are strongly related to fatigue. Areas with brain atrophy in fatigue patients overlap with brain regions activated in healthy controls performing alerting/vigilance tasks. Fatigue is not a compensatory state, nor a psychogenic trait. It is a feeling with behavioral effects that seems to be caused by brain atrophy or a neurochemical dysfunction of the alerting/vigilance system. © The Author(s), 2014.

Measurement of signal use and vehicle turns as indication of driver cognition.

PubMed

Wallace, Bruce; Goubran, Rafik; Knoefel, Frank

2014-01-01

This paper uses data analytics to provide a method for the measurement of a key driving task, turn signal usage as a measure of an automatic over-learned cognitive function drivers. The paper augments previously reported more complex executive function cognition measures by proposing an algorithm that analyzes dashboard video to detect turn indicator use with 100% accuracy without any false positives. The paper proposes two algorithms that determine the actual turns made on a trip. The first through analysis of GPS location traces for the vehicle, locating 73% of the turns made with a very low false positive rate of 3%. A second algorithm uses GIS tools to retroactively create turn by turn directions. Fusion of GIS and GPS information raises performance to 77%. The paper presents the algorithm required to measure signal use for actual turns by realigning the 0.2Hz GPS data, 30fps video and GIS turn events. The result is a measure that can be tracked over time and changes in the driver's performance can result in alerts to the driver, caregivers or clinicians as indication of cognitive change. A lack of decline can also be shared as reassurance.

Feasibility of Using an Augmented Immersive Virtual Reality Learning Environment to Enhance Music Conducting Skills

ERIC Educational Resources Information Center

Orman, Evelyn K.; Price, Harry E.; Russell, Christine R.

2017-01-01

Acquiring nonverbal skills necessary to appropriately communicate and educate members of performing ensembles is essential for wind band conductors. Virtual reality learning environments (VRLEs) provide a unique setting for developing these proficiencies. For this feasibility study, we used an augmented immersive VRLE to enhance eye contact, torso…

ARTutor--An Augmented Reality Platform for Interactive Distance Learning

ERIC Educational Resources Information Center

Lytridis, Chris; Tsinakos, Avgoustos; Kazanidis, Ioannis

2018-01-01

Augmented Reality (AR) has been used in various contexts in recent years in order to enhance user experiences in mobile and wearable devices. Various studies have shown the utility of AR, especially in the field of education, where it has been observed that learning results are improved. However, such applications require specialized teams of…

Reading an Augmented Reality Book: An Exploration of Learners' Cognitive Load, Motivation, and Attitudes

ERIC Educational Resources Information Center

Cheng, Kun-Hung

2017-01-01

Since augmented reality (AR) has been increasingly applied in education recently, the investigation of students' learning experiences with AR could be helpful for educators to implement AR learning. With a quantitative survey using three questionnaires, this study explored the relationships among 153 students' perceived cognitive load, motivation,…

Using Augmented Reality to Support a Software Editing Course for College Students

ERIC Educational Resources Information Center

Wang, Y.-H.

2017-01-01

This study aimed to explore whether integrating augmented reality (AR) techniques could support a software editing course and to examine the different learning effects for students using online-based and AR-based blended learning strategies. The researcher adopted a comparative research approach with a total of 103 college students participating…

Implementation of Markerless Augmented Reality Technology Based on Android to Introduction Lontara in Marine Society

NASA Astrophysics Data System (ADS)

Jumarlis, Mila; Mirfan, Mirfan

2018-05-01

Local language learning had been leaving by people especially young people had affected technology advances so that involved lack of interest to learn culture especially local language. So required interactive and interest learning media for introduction Lontara. This research aims to design and implement augmented reality on introduction Lontara on mobile device especially android. Application of introduction Lontara based on Android was designed by Vuforia and Unity. Data collection method were observation, interview, and literature review. That data was analysed for being information. The system was designed by Unified Modeling Language (UML). The method used is a marker. The test result found that application of Augmented Reality on introduction Lontara based on Android could improve public interest for introducing local language particularly young people in learning about Lontara because of using technology. Application of introduction of Lontara based on Android used augmented reality occurred sound and how to write Lontara with animation. This application could be running without an internet connection, so that its used more efficient and could maximize from user.

Using Automated Scores of Student Essays to Support Teacher Guidance in Classroom Inquiry

NASA Astrophysics Data System (ADS)

Gerard, Libby F.; Linn, Marcia C.

2016-02-01

Computer scoring of student written essays about an inquiry topic can be used to diagnose student progress both to alert teachers to struggling students and to generate automated guidance. We identify promising ways for teachers to add value to automated guidance to improve student learning. Three teachers from two schools and their 386 students participated. We draw on evidence from student progress, observations of how teachers interact with students, and reactions of teachers. The findings suggest that alerts for teachers prompted rich teacher-student conversations about energy in photosynthesis. In one school, the combination of the automated guidance plus teacher guidance was more effective for student science learning than two rounds of personalized, automated guidance. In the other school, both approaches resulted in equal learning gains. These findings suggest optimal combinations of automated guidance and teacher guidance to support students to revise explanations during inquiry and build integrated understanding of science.

Augmented reality in medical education?

PubMed

Kamphuis, Carolien; Barsom, Esther; Schijven, Marlies; Christoph, Noor

2014-09-01

Learning in the medical domain is to a large extent workplace learning and involves mastery of complex skills that require performance up to professional standards in the work environment. Since training in this real-life context is not always possible for reasons of safety, costs, or didactics, alternative ways are needed to achieve clinical excellence. Educational technology and more specifically augmented reality (AR) has the potential to offer a highly realistic situated learning experience supportive of complex medical learning and transfer. AR is a technology that adds virtual content to the physical real world, thereby augmenting the perception of reality. Three examples of dedicated AR learning environments for the medical domain are described. Five types of research questions are identified that may guide empirical research into the effects of these learning environments. Up to now, empirical research mainly appears to focus on the development, usability and initial implementation of AR for learning. Limited review results reflect the motivational value of AR, its potential for training psychomotor skills and the capacity to visualize the invisible, possibly leading to enhanced conceptual understanding of complex causality.

An Inquiry-Based Augmented Reality Mobile Learning Approach to Fostering Primary School Students' Historical Reasoning in Non-Formal Settings

ERIC Educational Resources Information Center

Efstathiou, Irene; Kyza, Eleni A.; Georgiou, Yiannis

2018-01-01

This study investigated the contribution of a location-based augmented reality (AR) inquiry-learning environment in developing 3rd grade students' historical empathy and conceptual understanding. Historical empathy is an important element of historical thinking, which is considered to improve conceptual understanding and support the development of…

Augmented Reality-Based Simulators as Discovery Learning Tools: An Empirical Study

ERIC Educational Resources Information Center

Ibáñez, María-Blanca; Di-Serio, Ángela; Villarán-Molina, Diego; Delgado-Kloos, Carlos

2015-01-01

This paper reports empirical evidence on having students use AR-SaBEr, a simulation tool based on augmented reality (AR), to discover the basic principles of electricity through a series of experiments. AR-SaBEr was enhanced with knowledge-based support and inquiry-based scaffolding mechanisms, which proved useful for discovery learning in…

Hybrid Augmented Reality for Participatory Learning: The Hidden Efficacy of Multi-User Game-Based Simulation

ERIC Educational Resources Information Center

Oh, Seungjae; So, Hyo-Jeong; Gaydos, Matthew

2018-01-01

The goal for this research is to articulate and test a new hybrid Augmented Reality (AR) environment for conceptual understanding. From the theoretical lens of embodied interaction, we have designed a multi-user participatory simulation called ARfract where visitors in a science museum can learn about complex scientific concepts on the refraction…

Applying Augmented Reality to Enhance Learning: A Study of Different Teaching Materials

ERIC Educational Resources Information Center

Hung, Y.-H.; Chen, C.-H.; Huang, S.-W.

2017-01-01

The objective of this study was to determine the usefulness of augmented reality (AR) in teaching. An experiment was conducted to examine children's learning performances, which included the number of errors they made, their ability to remember the content of what they had read and their satisfaction with the three types of teaching materials,…

Making the Invisible Visible in Science Museums through Augmented Reality Devices

ERIC Educational Resources Information Center

Yoon, Susan A.; Wang, Joyce

2014-01-01

Despite the potential of augmented reality (AR) in enabling students to construct new understanding, little is known about how the processes and interactions with the multimedia lead to increased learning. This study seeks to explore the affordances of an AR tool on learning that is focused on the science concept of magnets and magnetic fields.…

Making the Invisible Observable by Augmented Reality in Informal Science Education Context

ERIC Educational Resources Information Center

Salmi, Hannu; Thuneberg, Helena; Vainikainen, Mari-Pauliina

2017-01-01

The aim of the study was to analyse learning using Augmented Reality (AR) technology and the motivational and cognitive aspects related to it in an informal learning context. The 146 participants were 11- to 13-year-old Finnish pupils visiting a science centre exhibition. The data, which consisted of both cognitive tasks and self-report…

Knowledge Based Artificial Augmentation Intelligence Technology: Next Step in Academic Instructional Tools for Distance Learning

ERIC Educational Resources Information Center

Crowe, Dale; LaPierre, Martin; Kebritchi, Mansureh

2017-01-01

With augmented intelligence/knowledge based system (KBS) it is now possible to develop distance learning applications to support both curriculum and administrative tasks. Instructional designers and information technology (IT) professionals are now moving from the programmable systems era that started in the 1950s to the cognitive computing era.…

A Mixed Methods Assessment of Students' Flow Experiences during a Mobile Augmented Reality Science Game

ERIC Educational Resources Information Center

Bressler, D. M.; Bodzin, A. M.

2013-01-01

Current studies have reported that secondary students are highly engaged while playing mobile augmented reality (AR) learning games. Some researchers have posited that players' engagement may indicate a flow experience, but no research results have confirmed this hypothesis with vision-based AR learning games. This study investigated factors…

Learning Physics through Play in an Augmented Reality Environment

ERIC Educational Resources Information Center

Enyedy, Noel; Danish, Joshua A.; Delacruz, Girlie; Kumar, Melissa

2012-01-01

The Learning Physics through Play Project (LPP) engaged 6-8-year old students (n = 43) in a series of scientific investigations of Newtonian force and motion including a series of augmented reality activities. We outline the two design principles behind the LPP curriculum: 1) the use of socio-dramatic, embodied play in the form of participatory…

Predicting Language Outcomes for Children Learning Augmentative and Alternative Communication: Child and Environmental Factors

ERIC Educational Resources Information Center

Brady, Nancy C.; Thiemann-Bourque, Kathy; Fleming, Kandace; Matthews, Kris

2013-01-01

Purpose: To investigate a model of language development for nonverbal preschool-age children learning to communicate with augmentative or alternative communication. Method: Ninety-three preschool children with intellectual disabilities were assessed at Time 1, and 82 of these children were assessed 1 year later, at Time 2. The outcome variable was…

Affordances and Limitations of Immersive Participatory Augmented Reality Simulations for Teaching and Learning

ERIC Educational Resources Information Center

Dunleavy, Matt; Dede, Chris; Mitchell, Rebecca

2009-01-01

The purpose of this study was to document how teachers and students describe and comprehend the ways in which participating in an augmented reality (AR) simulation aids or hinders teaching and learning. Like the multi-user virtual environment (MUVE) interface that underlies Internet games, AR is a good medium for immersive collaborative…

Pedagogical and Technological Augmentation of Mobile Learning for Young Children Interactive Learning Environments

ERIC Educational Resources Information Center

Kim, Yanghee; Smith, Diantha

2017-01-01

The ubiquity and educational potential of mobile applications are well acknowledged. This paper proposes six theory-based, pedagogical strategies to guide interaction design of mobile apps for young children. Also, to augment the capabilities of mobile devices, we used a humanoid robot integrated with a smartphone and developed an English-learning…

Computer-Assisted Culture Learning in an Online Augmented Reality Environment Based on Free-Hand Gesture Interaction

ERIC Educational Resources Information Center

Yang, Mau-Tsuen; Liao, Wan-Che

2014-01-01

The physical-virtual immersion and real-time interaction play an essential role in cultural and language learning. Augmented reality (AR) technology can be used to seamlessly merge virtual objects with real-world images to realize immersions. Additionally, computer vision (CV) technology can recognize free-hand gestures from live images to enable…

It Pays to Go Off-Track: Practicing with Error-Augmenting Haptic Feedback Facilitates Learning of a Curve-Tracing Task

PubMed Central

Williams, Camille K.; Tremblay, Luc; Carnahan, Heather

2016-01-01

Researchers in the domain of haptic training are now entering the long-standing debate regarding whether or not it is best to learn a skill by experiencing errors. Haptic training paradigms provide fertile ground for exploring how various theories about feedback, errors and physical guidance intersect during motor learning. Our objective was to determine how error minimizing, error augmenting and no haptic feedback while learning a self-paced curve-tracing task impact performance on delayed (1 day) retention and transfer tests, which indicate learning. We assessed performance using movement time and tracing error to calculate a measure of overall performance – the speed accuracy cost function. Our results showed that despite exhibiting the worst performance during skill acquisition, the error augmentation group had significantly better accuracy (but not overall performance) than the error minimization group on delayed retention and transfer tests. The control group’s performance fell between that of the two experimental groups but was not significantly different from either on the delayed retention test. We propose that the nature of the task (requiring online feedback to guide performance) coupled with the error augmentation group’s frequent off-target experience and rich experience of error-correction promoted information processing related to error-detection and error-correction that are essential for motor learning. PMID:28082937

Automated Health Alerts Using In-Home Sensor Data for Embedded Health Assessment

PubMed Central

Guevara, Rainer Dane; Rantz, Marilyn

2015-01-01

We present an example of unobtrusive, continuous monitoring in the home for the purpose of assessing early health changes. Sensors embedded in the environment capture behavior and activity patterns. Changes in patterns are detected as potential signs of changing health. We first present results of a preliminary study investigating 22 features extracted from in-home sensor data. A 1-D alert algorithm was then implemented to generate health alerts to clinicians in a senior housing facility. Clinicians analyze each alert and provide a rating on the clinical relevance. These ratings are then used as ground truth for training and testing classifiers. Here, we present the methodology for four classification approaches that fuse multisensor data. Results are shown using embedded sensor data and health alert ratings collected on 21 seniors over nine months. The best results show similar performance for two techniques, where one approach uses only domain knowledge and the second uses supervised learning for training. Finally, we propose a health change detection model based on these results and clinical expertise. The system of in-home sensors and algorithms for automated health alerts provides a method for detecting health problems very early so that early treatment is possible. This method of passive in-home sensing alleviates compliance issues. PMID:27170900

Course Redesign Improves Learning and Reduces Cost. Policy Alert

ERIC Educational Resources Information Center

Twigg, Carol A.

2005-01-01

American Colleges and Universities are continuously challenged to increase access to higher education, improve the quality of student learning, and control or reduce the rising cost of instruction. These challenges are interrelated. As tuition costs continue to rise, access is curtailed. When high failure rates prevent students from successfully…

The Shrink in the Classroom: Too Sad To Learn?

ERIC Educational Resources Information Center

Schlozman, Steven C.

2001-01-01

Depression is a psychiatric disorder characterized by a persistently sad or sometimes irritable mood. Recognizing and helping potentially depressed students are essential for meeting their academic and social needs and for maintaining the overall learning environment. Alerting the guidance counselor or school psychologist is a good idea. (MLH)

Twitter Seismology: Earthquake Monitoring and Response in a Social World

NASA Astrophysics Data System (ADS)

Bowden, D. C.; Earle, P. S.; Guy, M.; Smoczyk, G.

2011-12-01

The U.S. Geological Survey (USGS) is investigating how the social networking site Twitter, a popular service for sending and receiving short, public, text messages, can augment USGS earthquake response products and the delivery of hazard information. The potential uses of Twitter for earthquake response include broadcasting earthquake alerts, rapidly detecting widely felt events, qualitatively assessing earthquake damage effects, communicating with the public, and participating in post-event collaboration. Several seismic networks and agencies are currently distributing Twitter earthquake alerts including the European-Mediterranean Seismological Centre (@LastQuake), Natural Resources Canada (@CANADAquakes), and the Indonesian meteorological agency (@infogempabmg); the USGS will soon distribute alerts via the @USGSted and @USGSbigquakes Twitter accounts. Beyond broadcasting alerts, the USGS is investigating how to use tweets that originate near the epicenter to detect and characterize shaking events. This is possible because people begin tweeting immediately after feeling an earthquake, and their short narratives and exclamations are available for analysis within 10's of seconds of the origin time. Using five months of tweets that contain the word "earthquake" and its equivalent in other languages, we generate a tweet-frequency time series. The time series clearly shows large peaks correlated with the origin times of widely felt events. To identify possible earthquakes, we use a simple Short-Term-Average / Long-Term-Average algorithm similar to that commonly used to detect seismic phases. As with most auto-detection algorithms, the parameters can be tuned to catch more or less events at the cost of more or less false triggers. When tuned to a moderate sensitivity, the detector found 48 globally-distributed, confirmed seismic events with only 2 false triggers. A space-shuttle landing and "The Great California ShakeOut" caused the false triggers. This number of detections is very small compared to the 5,175 earthquakes in the USGS PDE global earthquake catalog for the same five month time period, and no accurate location or magnitude can be assigned based on Tweet data alone. However, Twitter earthquake detections are not without merit. The detections are generally caused by widely felt events that are of more immediate interest than those with no human impact. The detections are also fast; about 80% occurred within 2 minutes of the origin time. This is considerably faster than seismographic detections in poorly instrumented regions of the world. The tweets triggering the detections also provided (very) short first-impression narratives from people who experienced the shaking. The USGS will continue investigating how to use Twitter and other forms of social media to augment is current suite of seismographically derived products.

EEG quantification of alertness: methods for early identification of individuals most susceptible to sleep deprivation

NASA Astrophysics Data System (ADS)

Berka, Chris; Levendowski, Daniel J.; Westbrook, Philip; Davis, Gene; Lumicao, Michelle N.; Olmstead, Richard E.; Popovic, Miodrag; Zivkovic, Vladimir T.; Ramsey, Caitlin K.

2005-05-01

Electroencephalographic (EEG) and neurocognitive measures were simultaneously acquired to quantify alertness from 24 participants during 44-hours of sleep deprivation. Performance on a three-choice vigilance task (3C-VT), paired-associate learning/memory task (PAL) and modified Maintenance of Wakefulness Test (MWT), and sleep technician-observed drowsiness (eye-closures, head-nods, EEG slowing) were quantified. The B-Alert system automatically classifies each second of EEG on an alertness/drowsiness continuum. B-Alert classifications were significantly correlated with technician-observations, visually scored EEG and performance measures. B-Alert classifications during 3C-VT, and technician observations and performance during the 3C-VT and PAL evidenced progressively increasing drowsiness as a result of sleep deprivation with a stabilizing effect observed at the batteries occurring between 0600 and 1100 suggesting a possible circadian effect similar to those reported in previous sleep deprivation studies. Participants were given an opportunity to take a 40-minute nap approximately 24-hours into the sleep deprivation portion of the study (i.e., 7 PM on Saturday). The nap was followed by a transient period of increased alertness. Approximately 8 hours after the nap, behavioral and physiological measures of drowsiness returned to levels prior to the nap. Cluster analysis was used to stratify individuals into three groups based on their level of impairment as a result of sleep deprivation. The combination of B-Alert and neuro-behavioral measures may identify individuals whose performance is most susceptible to sleep deprivation. These objective measures could be applied in an operational setting to provide a "biobehavioral assay" to determine vulnerability to sleep deprivation.

USGS GNSS Applications to Earthquake Disaster Response and Hazard Mitigation

NASA Astrophysics Data System (ADS)

Hudnut, K. W.; Murray, J. R.; Minson, S. E.

2015-12-01

Rapid characterization of earthquake rupture is important during a disaster because it establishes which fault ruptured and the extent and amount of fault slip. These key parameters, in turn, can augment in situ seismic sensors for identifying disruption to lifelines as well as localized damage along the fault break. Differential GNSS station positioning, along with imagery differencing, are important methods for augmenting seismic sensors. During response to recent earthquakes (1989 Loma Prieta, 1992 Landers, 1994 Northridge, 1999 Hector Mine, 2010 El Mayor - Cucapah, 2012 Brawley Swarm and 2014 South Napa earthquakes), GNSS co-seismic and post-seismic observations proved to be essential for rapid earthquake source characterization. Often, we find that GNSS results indicate key aspects of the earthquake source that would not have been known in the absence of GNSS data. Seismic, geologic, and imagery data alone, without GNSS, would miss important details of the earthquake source. That is, GNSS results provide important additional insight into the earthquake source properties, which in turn help understand the relationship between shaking and damage patterns. GNSS also adds to understanding of the distribution of slip along strike and with depth on a fault, which can help determine possible lifeline damage due to fault offset, as well as the vertical deformation and tilt that are vitally important for gravitationally driven water systems. The GNSS processing work flow that took more than one week 25 years ago now takes less than one second. Formerly, portable receivers needed to be set up at a site, operated for many hours, then data retrieved, processed and modeled by a series of manual steps. The establishment of continuously telemetered, continuously operating high-rate GNSS stations and the robust automation of all aspects of data retrieval and processing, has led to sub-second overall system latency. Within the past few years, the final challenges of standardization and adaptation to the existing framework of the ShakeAlert earthquake early warning system have been met, such that real-time GNSS processing and input to ShakeAlert is now routine and in use. Ongoing adaptation and testing of algorithms remain the last step towards fully operational incorporation of GNSS into ShakeAlert by USGS and its partners.

Confronting an Augmented Reality

ERIC Educational Resources Information Center

Munnerley, Danny; Bacon, Matt; Wilson, Anna; Steele, James; Hedberg, John; Fitzgerald, Robert

2012-01-01

How can educators make use of augmented reality technologies and practices to enhance learning and why would we want to embrace such technologies anyway? How can an augmented reality help a learner confront, interpret and ultimately comprehend reality itself ? In this article, we seek to initiate a discussion that focuses on these questions, and…

A study of students' motivation using the augmented reality science textbook

NASA Astrophysics Data System (ADS)

Gopalan, Valarmathie; Zulkifli, Abdul Nasir; Bakar, Juliana Aida Abu

2016-08-01

Science plays a major role in assisting Malaysia to achieve the developed nation status by 2020. However, over a few decades, Malaysia is facing a downward trend in the number of students pursuing careers and higher education in science related fields. Since school is the first platform where students learn science, a new learning approach needs to be introduced to motivate them towards science learning. The aim of this study is to determine whether the intervention of the enhanced science textbook using augmented reality contributes to the learning process of lower secondary school students in science. The study was carried out among a sample of 70 lower secondary school students. Pearson Correlation and Regression analyses were used to determine the effects of ease of use, engaging, enjoyment and fun on students' motivation in using the augmented reality science textbook for science learning. The results provide empirical support for the positive and statistically significant relationship between engaging, enjoyment and fun and students' motivation for science learning. However, Ease of use is not significant but positively correlated to Motivation.

Development of an IOS App Using Situated Learning, Communities of Practice, and Augmented Reality for Autism Spectrum Disorder

ERIC Educational Resources Information Center

Clarkson, Jessica

2014-01-01

This paper presents the development process and framework used to construct a transportation app that uses situated learning, augmented reality, and communities of practice. Autism spectrum disorder (ASD) is a neurodevelopmental disorder that can cause social impairments as well as the limit the potential for the individual to achieve independence…

Contextualized Interdisciplinary Learning in Mainstream Schools Using Augmented Reality-Based Technology: A Dream or Reality?

ERIC Educational Resources Information Center

Ong, Alex

2010-01-01

The use of augmented reality (AR) tools, where virtual objects such as tables and graphs can be displayed and be interacted with in real scenes created from imaging devices, in mainstream school curriculum is uncommon, as they are potentially costly and sometimes bulky. Thus, such learning tools are mainly applied in tertiary institutions, such as…

Augmented Reality M-Learning to Enhance Nursing Skills Acquisition in the Clinical Skills Laboratory

ERIC Educational Resources Information Center

Garrett, Bernard M.; Jackson, Cathryn; Wilson, Brian

2015-01-01

Purpose: This paper aims to report on a pilot research project designed to explore if new mobile augmented reality (AR) technologies have the potential to enhance the learning of clinical skills in the lab. Design/methodology/approach: An exploratory action-research-based pilot study was undertaken to explore an initial proof-of-concept design in…

An Investigation of University Students' Collaborative Inquiry Learning Behaviors in an Augmented Reality Simulation and a Traditional Simulation

ERIC Educational Resources Information Center

Wang, Hung-Yuan; Duh, Henry Been-Lirn; Li, Nai; Lin, Tzung-Jin; Tsai, Chin-Chung

2014-01-01

The purpose of this study is to investigate and compare students' collaborative inquiry learning behaviors and their behavior patterns in an augmented reality (AR) simulation system and a traditional 2D simulation system. Their inquiry and discussion processes were analyzed by content analysis and lag sequential analysis (LSA). Forty…

Of Levers and Electrons and Learning and Enlightenment: Technological Augmentation of Cognition in the United States Since 1776.

ERIC Educational Resources Information Center

Merzbach, Uta C.

An extensive historical background for an exhibition dealing with the technological augmentation of human intellect is presented. The main theme underlying the discussion is the changing concept of cognition in the last 200 years. Five main views of the learning process are traced as they developed in philosophy and in practical application: the…

Development of monograph titled "augmented chemistry aldehida & keton" with 3 dimensional (3D) illustration as a supplement book on chemistry learning

NASA Astrophysics Data System (ADS)

Damayanti, Latifah Adelina; Ikhsan, Jaslin

2017-05-01

Integration of information technology in education more rapidly performed in a medium of learning. Three-dimensional (3D) molecular modeling was performed in Augmented Reality as a tangible manifestation of increasingly modern technology utilization. Based on augmented reality, three-dimensional virtual object is projected in real time and the exact environment. This paper reviewed the uses of chemical learning supplement book of aldehydes and ketones which are equipped with three-dimensional molecular modeling by which students can inspect molecules from various viewpoints. To plays the 3D illustration printed on the book, smartphones with the open-source software of the technology based integrated Augmented Reality can be used. The aims of this research were to develop the monograph of aldehydes and ketones with 3 dimensional (3D) illustrations, to determine the specification of the monograph, and to determine the quality of the monograph. The quality of the monograph is evaluated by experiencing chemistry teachers on the five aspects of contents/materials, presentations, language and images, graphs, and software engineering, resulted in the result that the book has a very good quality to be used as a chemistry learning supplement book.

Complications

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Augmented real-time navigation with critical structure proximity alerts for endoscopic skull base surgery.

PubMed

Dixon, Benjamin J; Daly, Michael J; Chan, Harley; Vescan, Allan; Witterick, Ian J; Irish, Jonathan C

2014-04-01

Image-guided surgery (IGS) systems are frequently utilized during cranial base surgery to aid in orientation and facilitate targeted surgery. We wished to assess the performance of our recently developed localized intraoperative virtual endoscopy (LIVE)-IGS prototype in a preclinical setting prior to deployment in the operating room. This system combines real-time ablative instrument tracking, critical structure proximity alerts, three-dimensional virtual endoscopic views, and intraoperative cone-beam computed tomographic image updates. Randomized-controlled trial plus qualitative analysis. Skull base procedures were performed on 14 cadaver specimens by seven fellowship-trained skull base surgeons. Each subject performed two endoscopic transclival approaches; one with LIVE-IGS and one using a conventional IGS system in random order. National Aeronautics and Space Administration Task Load Index (NASA-TLX) scores were documented for each dissection, and a semistructured interview was recorded for qualitative assessment. The NASA-TLX scores for mental demand, effort, and frustration were significantly reduced with the LIVE-IGS system in comparison to conventional navigation (P < .05). The system interface was judged to be intuitive and most useful when there was a combination of high spatial demand, reduced or absent surface landmarks, and proximity to critical structures. The development of auditory icons for proximity alerts during the trial better informed the surgeon while limiting distraction. The LIVE-IGS system provided accurate, intuitive, and dynamic feedback to the operating surgeon. Further refinements to proximity alerts and visualization settings will enhance orientation while limiting distraction. The system is currently being deployed in a prospective clinical trial in skull base surgery. © 2013 The American Laryngological, Rhinological and Otological Society, Inc.

Somatic/Embodied Learning and Adult Education. Trends and Issues Alert.

ERIC Educational Resources Information Center

Kerka, Sandra

A somatic approach to education implies education that trusts individuals to learn from and listen to the information they are receiving from the interaction of self with the environment. Somatic or embodied knowing is experiential knowledge that involves senses, perceptions, and mind-body action and reaction. Western culture has been dominated by…

In the Kitchen with Your Young Child.

ERIC Educational Resources Information Center

Giddings, Louise R.

Under the guidance of alert adults, young children can develop new understandings, learn valuable skills, and acquire positive attitudes toward life and learning by taking part in activities in the kitchen. This book provides ideas that parents and parent surrogates can use to provide experiences in the kitchen that will contribute to children's…

Skin Complications

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Insulin Pumps

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Usability Study of Two Collocated Prototype System Displays

NASA Technical Reports Server (NTRS)

Trujillo, Anna C.

2007-01-01

Currently, most of the displays in control rooms can be categorized as status screens, alerts/procedures screens (or paper), or control screens (where the state of a component is changed by the operator). The primary focus of this line of research is to determine which pieces of information (status, alerts/procedures, and control) should be collocated. Two collocated displays were tested for ease of understanding in an automated desktop survey. This usability study was conducted as a prelude to a larger human-in-the-loop experiment in order to verify that the 2 new collocated displays were easy to learn and usable. The results indicate that while the DC display was preferred and yielded better performance than the MDO display, both collocated displays can be easily learned and used.

Research on gesture recognition of augmented reality maintenance guiding system based on improved SVM

NASA Astrophysics Data System (ADS)

Zhao, Shouwei; Zhang, Yong; Zhou, Bin; Ma, Dongxi

2014-09-01

Interaction is one of the key techniques of augmented reality (AR) maintenance guiding system. Because of the complexity of the maintenance guiding system's image background and the high dimensionality of gesture characteristics, the whole process of gesture recognition can be divided into three stages which are gesture segmentation, gesture characteristic feature modeling and trick recognition. In segmentation stage, for solving the misrecognition of skin-like region, a segmentation algorithm combing background mode and skin color to preclude some skin-like regions is adopted. In gesture characteristic feature modeling of image attributes stage, plenty of characteristic features are analyzed and acquired, such as structure characteristics, Hu invariant moments features and Fourier descriptor. In trick recognition stage, a classifier based on Support Vector Machine (SVM) is introduced into the augmented reality maintenance guiding process. SVM is a novel learning method based on statistical learning theory, processing academic foundation and excellent learning ability, having a lot of issues in machine learning area and special advantages in dealing with small samples, non-linear pattern recognition at high dimension. The gesture recognition of augmented reality maintenance guiding system is realized by SVM after the granulation of all the characteristic features. The experimental results of the simulation of number gesture recognition and its application in augmented reality maintenance guiding system show that the real-time performance and robustness of gesture recognition of AR maintenance guiding system can be greatly enhanced by improved SVM.

Genetics of Diabetes

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Boosting physics education through mobile augmented reality

NASA Astrophysics Data System (ADS)

Crǎciun, Dana; Bunoiu, Mǎdǎlin

2017-12-01

The integration of collaborative applications, based on modern learning technologies and the Internet, of various visualization techniques and digital strategies in open, flexible modern learning environments which facilitate access to resources, represents a challenge for physics teachers in Romania in general, and for novice teachers in particular. Although large efforts have been made worldwide to invest in educational technologies, their impact on the students' learning outcomes is quite modest. In this paper, we describe and analyze various curricular and extracurricular activities specifically designed for and undertaken by pre-service physics teachers. These activities employ new educational technologies, mobile augmented reality (MAR) and are based on modern teaching and learning theories. MAR is an extension for mobile devices of augmented reality, an interactive and in real time combination, of real and virtual objects overlaid in the real environment. The obtained results show that pre-service physics teachers are confident in using MAR in their teaching and learning activities, and consider that the activities performed helped them develop the skills necessary for science teachers in a technology-based society and to reflect upon the role of technology in the current Romanian educational context.

Visual error augmentation enhances learning in three dimensions.

PubMed

Sharp, Ian; Huang, Felix; Patton, James

2011-09-02

Because recent preliminary evidence points to the use of Error augmentation (EA) for motor learning enhancements, we visually enhanced deviations from a straight line path while subjects practiced a sensorimotor reversal task, similar to laparoscopic surgery. Our study asked 10 healthy subjects in two groups to perform targeted reaching in a simulated virtual reality environment, where the transformation of the hand position matrix was a complete reversal--rotated 180 degrees about an arbitrary axis (hence 2 of the 3 coordinates are reversed). Our data showed that after 500 practice trials, error-augmented-trained subjects reached the desired targets more quickly and with lower error (differences of 0.4 seconds and 0.5 cm Maximum Perpendicular Trajectory deviation) when compared to the control group. Furthermore, the manner in which subjects practiced was influenced by the error augmentation, resulting in more continuous motions for this group and smaller errors. Even with the extreme sensory discordance of a reversal, these data further support that distorted reality can promote more complete adaptation/learning when compared to regular training. Lastly, upon removing the flip all subjects quickly returned to baseline rapidly within 6 trials.

Comprehension: an overlooked component in augmented language development.

PubMed

Sevcik, Rose A

2006-02-15

Despite the importance of children's receptive skills as a foundation for later productive word use, the role of receptive language traditionally has received very limited attention since the focus in linguistic development has centered on language production. For children with significant developmental disabilities and communication impairments, augmented language systems have been devised as a tool both for language input and output. The role of both speech and symbol comprehension skills is emphasized in this paper. Data collected from two longitudinal studies of children and youth with severe disabilities and limited speech serve as illustrations in this paper. The acquisition and use of the System for Augmenting Language (SAL) was studied in home and school settings. Communication behaviors of the children and youth and their communication partners were observed and language assessment measures were collected. Two patterns of symbol learning and achievement--beginning and advanced--were observed. Extant speech comprehension skills brought to the augmented language learning task impacted the participants' patterns of symbol learning and use. Though often overlooked, the importance of speech and symbol comprehension skills were underscored in the studies described. Future areas for research are identified.

Augmenting Your Own Reality: Student Authoring of Science-Based Augmented Reality Games

ERIC Educational Resources Information Center

Klopfer, Eric; Sheldon, Josh

2010-01-01

Augmented Reality (AR) simulations superimpose a virtual overlay of data and interactions onto a real-world context. The simulation engine at the heart of this technology is built to afford elements of game play that support explorations and learning in students' natural context--their own community and surroundings. In one of the more recent…

Feasibility of Augmented Reality in Clinical Simulations: Using Google Glass With Manikins.

PubMed

Chaballout, Basil; Molloy, Margory; Vaughn, Jacqueline; Brisson Iii, Raymond; Shaw, Ryan

2016-03-07

Studies show that students who use fidelity-based simulation technology perform better and have higher retention rates than peers who learn in traditional paper-based training. Augmented reality is increasingly being used as a teaching and learning tool in a continual effort to make simulations more realistic for students. The aim of this project was to assess the feasibility and acceptability of using augmented reality via Google Glass during clinical simulation scenarios for training health science students. Students performed a clinical simulation while watching a video through Google Glass of a patient actor simulating respiratory distress. Following participation in the scenarios students completed two surveys and were questioned if they would recommend continued use of this technology in clinical simulation experiences. We were able to have students watch a video in their field of vision of a patient who mimicked the simulated manikin. Students were overall positive about the implications for being able to view a patient during the simulations, and most students recommended using the technology in the future. Overall, students reported perceived realism with augmented reality using Google Glass. However, there were technical and usability challenges with the device. As newer portable and consumer-focused technologies become available, augmented reality is increasingly being used as a teaching and learning tool to make clinical simulations more realistic for health science students. We found Google Glass feasible and acceptable as a tool for augmented reality in clinical simulations.

Biofilm formation in an experimental water distribution system: the contamination of non-touch sensor taps and the implication for healthcare.

PubMed

Moore, Ginny; Stevenson, David; Thompson, Katy-Anne; Parks, Simon; Ngabo, Didier; Bennett, Allan M; Walker, Jimmy T

2015-01-01

Hospital tap water is a recognised source of Pseudomonas aeruginosa. U.K. guidance documents recommend measures to control/minimise the risk of P. aeruginosa in augmented care units but these are based on limited scientific evidence. An experimental water distribution system was designed to investigate colonisation of hospital tap components. P. aeruginosa was injected into 27 individual tap 'assemblies'. Taps were subsequently flushed twice daily and contamination levels monitored over two years. Tap assemblies were systematically dismantled and assessed microbiologically and the effect of removing potentially contaminated components was determined. P. aeruginosa was repeatedly recovered from the tap water at levels above the augmented care alert level. The organism was recovered from all dismantled solenoid valves with colonisation of the ethylene propylene diene monomer (EPDM) diaphragm confirmed by microscopy. Removing the solenoid valves reduced P. aeruginosa counts in the water to below detectable levels. This effect was immediate and sustained, implicating the solenoid diaphragm as the primary contamination source.

Effects of an Augmented Reality-Based Educational Game on Students' Learning Achievements and Attitudes in Real-World Observations

ERIC Educational Resources Information Center

Hwang, Gwo-Jen; Wu, Po-Han; Chen, Chi-Chang; Tu, Nien-Ting

2016-01-01

Augmented reality (AR) has been recognized as a potential technology to help students link what they are observing in the real world to their prior knowledge. One of the most challenging issues of AR-based learning is the provision of effective strategy to help students focus on what they need to observe in the field. In this study, a competitive…

Augmenting Learning in an Out-of-School Context: The Cognitive and Affective Impact of Two Cryogenics-Based Enrichment Programmes on Upper Primary Students

ERIC Educational Resources Information Center

Caleon, Imelda S.; Subramaniam, R.

2007-01-01

Concepts learned in the classroom were reinforced and augmented by presenting them in a different context using cryogenics-based enrichment programmes (CBEPs) held in an out-of-school setting. The effectiveness of two CBEPs, which involve the use of liquid nitrogen and liquid oxygen, was explored. Using a sample of 265 upper primary students, it…

The Effects of Augmented Verbal Information Feedback in the Motor Skill Learning of Totally Blind Subjects Fourteen to Twenty-one Years of Age.

ERIC Educational Resources Information Center

Joseph, Daniel P.

This study examined the effects of Knowledge of Results, Knowledge of Performance and a combination of the two in the learning of a novel motor task by totally blind subjects. Thirty-three totally blind subjects tossed a velcro ball dart at a target while receiving augmented verbal information feedback. Each subject completed three learning…

How to Treat Gestational Diabetes

MedlinePlus

... Risk? Home Prevention Diagnosing Diabetes and Learning About Prediabetes Type 2 Diabetes Risk Test Lower Your Risk ... Diagnosis Lower Your Risk Risk Test Alert Day Prediabetes My Health Advisor Tools to Know Your Risk ...

Living with Diabetes: Foot Complications

MedlinePlus

... Risk? Home Prevention Diagnosing Diabetes and Learning About Prediabetes Type 2 Diabetes Risk Test Lower Your Risk ... Diagnosis Lower Your Risk Risk Test Alert Day Prediabetes My Health Advisor Tools to Know Your Risk ...

Hyperosmolar Hyperglycemic Nonketotic Syndrome (HHNS)

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... Risk? Home Prevention Diagnosing Diabetes and Learning About Prediabetes Type 2 Diabetes Risk Test Lower Your Risk ... Diagnosis Lower Your Risk Risk Test Alert Day Prediabetes My Health Advisor Tools to Know Your Risk ...

Your Child's Development: 1 Month

MedlinePlus

... becomes alert when hearing a pleasant sound, like music Cognitive Skills (Thinking and Learning) will stare at ... pleasing sounds, such as "baby talk" or gentle music has legs or hands that do not move ...

Shellfish Allergy

MedlinePlus

... of reactions. Learn more here. Milk Egg Peanut Tree Nuts Soy Wheat Fish Shellfish Sesame Other Food Allergens Allergy Alerts Research Programs Research Programs We are the world’s largest private source of food allergy research funding. ...

The Development of a Physics Knowledge Enrichment Book “Optical Instrument Equipped with Augmented Reality” to Improve Students’ Learning Outcomes

NASA Astrophysics Data System (ADS)

Astra, I. M.; Saputra, F.

2018-05-01

This study aims to develop a physics knowledge enrichment book which is provided with augmented reality focusing on the proper optical instruments as the subject to improve students’ learning outcomes. This physics knowledge enrichment book entitled “Alat Optikyang dilengkapi dengan Augmented Reality” discusses some optical instruments seeing from its history, physics concepts, and types. This study used method Research and Development which is developed as Model Pengembangan Instruksional. In the previous study has been done feasibility test to the material and media experts with the percentage by each experts are 88,50% and 88,90%. In this study, we did the trial run of product use was carried out to a physics teacher and 25 students of SMAN 33 Jakarta. This trial run got the average percentage of 88.10% from the physics teacher while the result of the students was 82.80% and the gain normalized test result of 0.71 which meant the students’ learning outcomes had increased in cognitive domain with high interpretation. Based on the result of this study, the physics knowledge enrichment book entitled “Alat Optik yang dilengkapi dengan Augmented Reality” is a proper book in order to improve students’ learning outcomes in cognitive domain with high interpretation.

Augmented Hebbian reweighting accounts for accuracy and induced bias in perceptual learning with reverse feedback

PubMed Central

Liu, Jiajuan; Dosher, Barbara Anne; Lu, Zhong-Lin

2015-01-01

Using an asymmetrical set of vernier stimuli (−15″, −10″, −5″, +10″, +15″) together with reverse feedback on the small subthreshold offset stimulus (−5″) induces response bias in performance (Aberg & Herzog, 2012; Herzog, Eward, Hermens, & Fahle, 2006; Herzog & Fahle, 1999). These conditions are of interest for testing models of perceptual learning because the world does not always present balanced stimulus frequencies or accurate feedback. Here we provide a comprehensive model for the complex set of asymmetric training results using the augmented Hebbian reweighting model (Liu, Dosher, & Lu, 2014; Petrov, Dosher, & Lu, 2005, 2006) and the multilocation integrated reweighting theory (Dosher, Jeter, Liu, & Lu, 2013). The augmented Hebbian learning algorithm incorporates trial-by-trial feedback, when present, as another input to the decision unit and uses the observer's internal response to update the weights otherwise; block feedback alters the weights on bias correction (Liu et al., 2014). Asymmetric training with reversed feedback incorporates biases into the weights between representation and decision. The model correctly predicts the basic induction effect, its dependence on trial-by-trial feedback, and the specificity of bias to stimulus orientation and spatial location, extending the range of augmented Hebbian reweighting accounts of perceptual learning. PMID:26418382

Augmented Hebbian reweighting accounts for accuracy and induced bias in perceptual learning with reverse feedback.

PubMed

Liu, Jiajuan; Dosher, Barbara Anne; Lu, Zhong-Lin

2015-01-01

Using an asymmetrical set of vernier stimuli (-15″, -10″, -5″, +10″, +15″) together with reverse feedback on the small subthreshold offset stimulus (-5″) induces response bias in performance (Aberg & Herzog, 2012; Herzog, Eward, Hermens, & Fahle, 2006; Herzog & Fahle, 1999). These conditions are of interest for testing models of perceptual learning because the world does not always present balanced stimulus frequencies or accurate feedback. Here we provide a comprehensive model for the complex set of asymmetric training results using the augmented Hebbian reweighting model (Liu, Dosher, & Lu, 2014; Petrov, Dosher, & Lu, 2005, 2006) and the multilocation integrated reweighting theory (Dosher, Jeter, Liu, & Lu, 2013). The augmented Hebbian learning algorithm incorporates trial-by-trial feedback, when present, as another input to the decision unit and uses the observer's internal response to update the weights otherwise; block feedback alters the weights on bias correction (Liu et al., 2014). Asymmetric training with reversed feedback incorporates biases into the weights between representation and decision. The model correctly predicts the basic induction effect, its dependence on trial-by-trial feedback, and the specificity of bias to stimulus orientation and spatial location, extending the range of augmented Hebbian reweighting accounts of perceptual learning.

What Do Context Aware Electronic Alerts from Virtual Learning Environments Tell Us about User Time & Location?

ERIC Educational Resources Information Center

Crane, Laura; Benachour, Phillip

2013-01-01

The paper describes the analysis of user location and time stamp information automatically logged when students receive and interact with electronic updates from the University's virtual learning environment. The electronic updates are sent to students' mobile devices using RSS feeds. The mobile reception of such information can be received in…

Cholinergic enhancement augments magnitude and specificity of visual perceptual learning in healthy humans

PubMed Central

Rokem, Ariel; Silver, Michael A.

2010-01-01

Summary Learning through experience underlies the ability to adapt to novel tasks and unfamiliar environments. However, learning must be regulated so that relevant aspects of the environment are selectively encoded. Acetylcholine (ACh) has been suggested to regulate learning by enhancing the responses of sensory cortical neurons to behaviorally-relevant stimuli [1]. In this study, we increased synaptic levels of ACh in the brains of healthy human subjects with the cholinesterase inhibitor donepezil (trade name: Aricept) and measured the effects of this cholinergic enhancement on visual perceptual learning. Each subject completed two five-day courses of training on a motion direction discrimination task [2], once while ingesting 5 mg of donepezil before every training session and once while placebo was administered. We found that cholinergic enhancement augmented perceptual learning for stimuli having the same direction of motion and visual field location used during training. In addition, perceptual learning under donepezil was more selective to the trained direction of motion and visual field location. These results, combined with previous studies demonstrating an increase in neuronal selectivity following cholinergic enhancement [3–5], suggest a possible mechanism by which ACh augments neural plasticity by directing activity to populations of neurons that encode behaviorally-relevant stimulus features. PMID:20850321

Women and Diabetes: Frequently Asked Questions

MedlinePlus

... Risk? Home Prevention Diagnosing Diabetes and Learning About Prediabetes Type 2 Diabetes Risk Test Lower Your Risk ... Diagnosis Lower Your Risk Risk Test Alert Day Prediabetes My Health Advisor Tools to Know Your Risk ...

A1C and eAG

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Taking Care of Yourself

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... of reactions. Learn more here. Milk Egg Peanut Tree Nuts Soy Wheat Fish Shellfish Sesame Other Food Allergens Allergy Alerts Research Programs Research Programs We are the world’s largest private source of food allergy research funding. ...

Living Well Everyday

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... of reactions. Learn more here. Milk Egg Peanut Tree Nuts Soy Wheat Fish Shellfish Sesame Other Food Allergens Allergy Alerts Research Programs Research Programs We are the world’s largest private source of food allergy research funding. ...

Treatment and Managing Reactions

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... of reactions. Learn more here. Milk Egg Peanut Tree Nuts Soy Wheat Fish Shellfish Sesame Other Food Allergens Allergy Alerts Research Programs Research Programs We are the world’s largest private source of food allergy research funding. ...

Current Trends in the Oncologic and Surgical Managements of Breast Cancer in Women with Implants: Incidence, Diagnosis, and Treatment.

PubMed

Veronesi, Paolo; De Lorenzi, Francesca; Loschi, Pietro; Rietjens, Mario; Veronesi, Umberto

2016-04-01

Breast augmentation is the most common cosmetic surgery in the United States, and thousands of augmented patients develop breast cancer each year. The possible effects of implants on cancer incidence, diagnosis, and treatment usually generate a disarming confusion. The present paper represents an update of the more recent oncologic and surgical strategies, aiming to support plastic and general surgeons in such challenging aspects. Several aspects of breast cancer management in augmented women are investigated, including (1) risk estimation and cancer characteristics, stage at diagnosis, and prognosis; (2) cancer diagnosis with clinical examination, mammography, ultrasound, and magnetic resonance imaging; (3) cancer treatment including breast conservation, intraoperative radiotherapy, sentinel node biopsy and mastectomy, and reconstruction. A brief resume of recommendations and conclusions is suggested, elucidating correct trends in the oncologic management of augmented patients and refusing well-established misconceptions: (1) breast augmentation does not increase the risk of breast cancer incidence, and it does not influence the prognosis; (2) possible risks exist in cancer detection due to technical difficulties; (3) sentinel lymph node detection is feasible; (4) intraoperative radiotherapy represents a good chance for conserving treatment; (5) immediate reconstruction with submuscular-subfascial implants is the most common procedure after mastectomy, and biological substitutes could support this procedure. Breast clinicians should be alerted because of high expectations of this subgroup of patients, accustomed to emphasize the aesthetic result. This journal requires that the authors assign a level of evidence to each article. For a full description of these Evidence-Based Medicine ratings, please refer to the Table of Contents or the online Instructions to Authors www.springer.com/00266.

Using a Smartphone App and Coaching Group Sessions to Promote Residents' Reflection in the Workplace.

PubMed

Könings, Karen D; van Berlo, Jean; Koopmans, Richard; Hoogland, Henk; Spanjers, Ingrid A E; ten Haaf, Jeroen A; van der Vleuten, Cees P M; van Merriënboer, Jeroen J G

2016-03-01

Reflecting on workplace-based experiences is necessary for professional development. However, residents need support to raise their awareness of valuable moments for learning and to thoughtfully analyze those learning moments afterwards. From October to December 2012, the authors held a multidisciplinary six-week postgraduate training module focused on general competencies. Residents were randomly assigned to one of four conditions with varying degrees of reflection support; they were offered (1) a smartphone app, (2) coaching group sessions, (3) a combination of both, or (4) neither type of support. The app allowed participants to capture in real time learning moments as a text note, audio recording, picture, or video. Coaching sessions held every two weeks aimed to deepen participants' reflection on captured learning moments. Questionnaire responses and reflection data were compared between conditions to assess the effects of the app and coaching sessions on intensity and frequency of reflection. Sixty-four residents participated. App users reflected more often, captured more learning moments, and reported greater learning progress than nonapp users. Participants who attended coaching sessions were more alert to learning moments and pursued more follow-up learning activities to improve on the general competencies. Those who received both types of support were most alert to these learning moments. A simple mobile app for capturing learning moments shows promise as a tool to support workplace-based learning, especially when combined with coaching sessions. Future research should evaluate these tools on a broader scale and in conjunction with residents' and students' personal digital portfolios.

Integrated multimodal human-computer interface and augmented reality for interactive display applications

NASA Astrophysics Data System (ADS)

Vassiliou, Marius S.; Sundareswaran, Venkataraman; Chen, S.; Behringer, Reinhold; Tam, Clement K.; Chan, M.; Bangayan, Phil T.; McGee, Joshua H.

2000-08-01

We describe new systems for improved integrated multimodal human-computer interaction and augmented reality for a diverse array of applications, including future advanced cockpits, tactical operations centers, and others. We have developed an integrated display system featuring: speech recognition of multiple concurrent users equipped with both standard air- coupled microphones and novel throat-coupled sensors (developed at Army Research Labs for increased noise immunity); lip reading for improving speech recognition accuracy in noisy environments, three-dimensional spatialized audio for improved display of warnings, alerts, and other information; wireless, coordinated handheld-PC control of a large display; real-time display of data and inferences from wireless integrated networked sensors with on-board signal processing and discrimination; gesture control with disambiguated point-and-speak capability; head- and eye- tracking coupled with speech recognition for 'look-and-speak' interaction; and integrated tetherless augmented reality on a wearable computer. The various interaction modalities (speech recognition, 3D audio, eyetracking, etc.) are implemented a 'modality servers' in an Internet-based client-server architecture. Each modality server encapsulates and exposes commercial and research software packages, presenting a socket network interface that is abstracted to a high-level interface, minimizing both vendor dependencies and required changes on the client side as the server's technology improves.

The Influence of the Augmented Reality Application on Students' Performances in Ottoman Turkish Readings

ERIC Educational Resources Information Center

Özcan, Mehmet Fatih; Özkan, Âdem; Sahin, Nurullah

2017-01-01

The use of Augmented Reality Technologies, which has been developed in order to enrich the environment of education and training and provide permanent learning, has been increasing day by day. In this sense, it is important to analyze the use of augmented applications in education and training environments. In this study, we have aimed to…

A comparison of behavior for two cohorts of captive-reared greater sandhill cranes released in northern Arizona

USGS Publications Warehouse

Mummert, D.P.; Chambers, C.L.; Ellis, D.H.

2001-01-01

To determine how the behavior of greater sandhill cranes (Grus canadensis tabida) changes according to time of year, time of day, and number of days after release, we observed the activities of 2 groups of captive-reared greater sandhill cranes at Mormon Lake, northern Arizona. The behaviors we compared were alert, loafing, sleeping, foraging, preening, locomotion, and other. We found costume-reared subadult greater sandhill cranes that were established at the study site for a year spent more time foraging and being alert towards predators than parent-reared juvenile greater sandhill cranes that were recently released from captivity. We also found that with time juvenile sandhill cranes were increasingly alert and spent less time loafing. It appeared that captive-reared juvenile sandhill cranes learn behavior important for survival from previously released captive-reared cranes.

Runway Safety Monitor Algorithm for Single and Crossing Runway Incursion Detection and Alerting

NASA Technical Reports Server (NTRS)

Green, David F., Jr.

2006-01-01

The Runway Safety Monitor (RSM) is an aircraft based algorithm for runway incursion detection and alerting that was developed in support of NASA's Runway Incursion Prevention System (RIPS) research conducted under the NASA Aviation Safety and Security Program's Synthetic Vision System project. The RSM algorithm provides warnings of runway incursions in sufficient time for pilots to take evasive action and avoid accidents during landings, takeoffs or when taxiing on the runway. The report documents the RSM software and describes in detail how RSM performs runway incursion detection and alerting functions for NASA RIPS. The report also describes the RIPS flight tests conducted at the Reno/Tahoe International Airport (RNO) and the Wallops Flight Facility (WAL) during July and August of 2004, and the RSM performance results and lessons learned from those flight tests.

Shifting the paradigm of music instruction: implications of embodiment stemming from an augmented reality guitar learning system

PubMed Central

Keebler, Joseph R.; Wiltshire, Travis J.; Smith, Dustin C.; Fiore, Stephen M.; Bedwell, Jeffrey S.

2014-01-01

Musical instruction often includes materials that can act as a barrier to learning. New technologies using augmented reality may aid in reducing the initial difficulties involved in learning music by lowering these barriers characteristic of traditional instructional materials. Therefore, this set of studies examined a novel augmented reality guitar learning system (i.e., the Fretlight® guitar) in regards to current theories of embodied music cognition. Specifically, we examined the effects of using this system in comparison to a standard instructional material (i.e., diagrams). First, we review major theories related to musical embodiment and specify a niche within this research space we call embodied music technology for learning. Following, we explicate two parallel experiments that were conducted to address the learning effects of this system. Experiment 1 examined short-term learning effects within one experimental session, while Experiment 2 examined both short-term and long-term effects across two sessions spaced at a 2-week interval. Analyses demonstrated that, for many of our dependent variables, all participants increased in performance across time. Further, the Fretlight® condition consistently led to significantly better outcomes via interactive effects, including significantly better long term retention for the learned information across a 2 week time interval. These results are discussed in the context of embodied cognition theory as it relates to music. Potential limitations and avenues for future research are described. PMID:24999334

Two Stage Data Augmentation for Low Resourced Speech Recognition (Author’s Manuscript)

DTIC Science & Technology

2016-09-12

speech recognition, deep neural networks, data augmentation 1. Introduction When training data is limited—whether it be audio or text—the obvious...Schwartz, and S. Tsakalidis, “Enhancing low resource keyword spotting with au- tomatically retrieved web documents,” in Interspeech, 2015, pp. 839–843. [2...and F. Seide, “Feature learning in deep neural networks - a study on speech recognition tasks,” in International Conference on Learning Representations

Integrating a Mobile Augmented Reality Activity to Contextualize Student Learning of a Socioscienti?c Issue

ERIC Educational Resources Information Center

Chang, Hsin-Yi; Wu, Hsin-Kai; Hsu, Ying-Shao

2013-01-01

virtual objects or information overlaying physical objects or environments, resulting in a mixed reality in which virtual objects and real environments coexist in a meaningful way to augment learning…

Augmented Reality Simulations on Handheld Computers

ERIC Educational Resources Information Center

Squire, Kurt; Klopfer, Eric

2007-01-01

Advancements in handheld computing, particularly its portability, social interactivity, context sensitivity, connectivity, and individuality, open new opportunities for immersive learning environments. This article articulates the pedagogical potential of augmented reality simulations in environmental engineering education by immersing students in…

Sensor-Augmented Virtual Labs: Using Physical Interactions with Science Simulations to Promote Understanding of Gas Behavior

NASA Astrophysics Data System (ADS)

Chao, Jie; Chiu, Jennifer L.; DeJaegher, Crystal J.; Pan, Edward A.

2016-02-01

Deep learning of science involves integration of existing knowledge and normative science concepts. Past research demonstrates that combining physical and virtual labs sequentially or side by side can take advantage of the unique affordances each provides for helping students learn science concepts. However, providing simultaneously connected physical and virtual experiences has the potential to promote connections among ideas. This paper explores the effect of augmenting a virtual lab with physical controls on high school chemistry students' understanding of gas laws. We compared students using the augmented virtual lab to students using a similar sensor-based physical lab with teacher-led discussions. Results demonstrate that students in the augmented virtual lab condition made significant gains from pretest and posttest and outperformed traditional students on some but not all concepts. Results provide insight into incorporating mixed-reality technologies into authentic classroom settings.

The Role of the Right Dorsolateral Prefrontal Cortex in Phasic Alertness: Evidence from a Contingent Negative Variation and Repetitive Transcranial Magnetic Stimulation Study

PubMed Central

Mannarelli, Daniela; Pauletti, Caterina; Grippo, Antonello; Amantini, Aldo; Augugliaro, Vito; Currà, Antonio; Missori, Paolo; Locuratolo, Nicoletta; De Lucia, Maria C.; Rinalduzzi, Steno; Fattapposta, Francesco

2015-01-01

Phasic alertness represents the ability to increase response readiness to a target following an external warning stimulus. Specific networks in the frontal and parietal regions appear to be involved in the alert state. In this study, we examined the role of the right dorsolateral prefrontal cortex (DLPFC) during the attentional processing of a stimulus using a cued double-choice reaction time task. The evaluation of these processes was conducted by means of Event-Related Potentials (ERPs), in particular by using the Contingent Negative Variation (CNV), and repetitive 1-Hz Transcranial Magnetic Stimulation (rTMS). Transient virtual inhibition of the right DLPFC induced by real 1-Hz rTMS stimulation led to a significant decrease in total CNV and W1-CNV areas if compared with the basal and post-sham rTMS conditions. Reaction times (RTs) did not decrease after inhibitory rTMS, but they did improve after sham stimulation. These results suggest that the right DLPFC plays a crucial role in the genesis and maintenance of the alerting state and learning processes. PMID:26090234

Managing Food Allergies at Home

MedlinePlus

... of reactions. Learn more here. Milk Egg Peanut Tree Nuts Soy Wheat Fish Shellfish Sesame Other Food Allergens Allergy Alerts Research Programs Research Programs We are the world’s largest private source of food allergy research funding. ...

Exploring Machine Learning Techniques Using Patient Interactions in Online Health Forums to Classify Drug Safety

ERIC Educational Resources Information Center

Chee, Brant Wah Kwong

2011-01-01

This dissertation explores the use of personal health messages collected from online message forums to predict drug safety using natural language processing and machine learning techniques. Drug safety is defined as any drug with an active safety alert from the US Food and Drug Administration (FDA). It is believed that this is the first…

Digital Media & Learning in Afterschool. MetLife Foundation Afterschool Alert. Issue Brief No. 58

ERIC Educational Resources Information Center

Afterschool Alliance, 2013

2013-01-01

The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the final issue brief in its latest series of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This brief explores afterschool and digital learning. At the core of…

Service-Learning in Afterschool: Helping Students Grow and Communities Prosper. MetLife Foundation Afterschool Alert. Issue Brief No. 52

ERIC Educational Resources Information Center

Afterschool Alliance, 2011

2011-01-01

The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the third in a series of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This brief focuses on service-learning opportunities for middle schoolers. Pairing service…

Emergency management response to a warning-level Alaska-source tsunami impacting California: Chapter J in The SAFRR (Science Application for Risk Reduction) Tsunami Scenario

USGS Publications Warehouse

Miller, Kevin M.; Long, Kate

2013-01-01

This chapter is directed towards two audiences: Firstly, it targets nonemergency management readers, providing them with insight on the process and challenges facing emergency managers in responding to tsunami Warning, particularly given this “short fuse” scenario. It is called “short fuse” because there is only a 5.5-hour window following the earthquake before arrival of the tsunami within which to evaluate the threat, disseminate alert and warning messages, and respond. This action initiates a period when crisis communication is of paramount importance. An additional dynamic that is important to note is that within 15 minutes of the earthquake, the National Oceanic and Atmospheric Administration (NOAA) and the National Weather Service (NWS) will issue alert bulletins for the entire Pacific Coast. This is one-half the time actually presented by recent tsunamis from Japan, Chile, and Samoa. Second, the chapter provides emergency managers at all levels with insights into key considerations they may need to address in order to augment their existing plans and effectively respond to tsunami events. We look at emergency management response to the tsunami threat from three perspectives:“Top Down” (Threat analysis and Alert/Warning information from the Federal agency charged with Alert and Warning) “Bottom Up” (Emergency management’s Incident Command approach to responding to emergencies and disasters based on the needs of impacted local jurisdictions) “Across Time” (From the initiating earthquake event through emergency response) We focus on these questions: What are the government roles, relationships, and products that support Tsunami Alert and Warning dissemination? (Emergency Planning and Preparedness.) What roles, relationships, and products support emergency management response to Tsunami Warning and impact? (Engendering prudent public safety response.) What are the key emergency management activities, considerations, and challenges brought out by the SAFRR tsunami scenario? (Real emergencies) How do these activities, considerations, and challenges play out as the tsunami event unfolds across the “life” of the event? (Lessons)

The Invisible Hand of Inquiry-Based Learning

ERIC Educational Resources Information Center

Bennett, Mark

2015-01-01

The key elements of learning in a classroom remain largely invisible. Teachers cannot expect every student to learn to their fullest capacity; yet they can augment learning within a classroom through inquiry-based learning. In this article, the author describes inquiry-based learning and how to begin this process in the classroom.

Learning Application of Astronomy Based Augmented Reality using Android Platform

NASA Astrophysics Data System (ADS)

Maleke, B.; Paseru, D.; Padang, R.

2018-02-01

Astronomy is a branch of science involving observations of celestial bodies such as stars, planets, nebular comets, star clusters, and galaxies as well as natural phenomena occurring outside the Earth’s atmosphere. The way of learning of Astronomy is quite varied, such as by using a book or observe directly with a telescope. But both ways of learning have shortcomings, for example learning through books is only presented in the form of interesting 2D drawings. While learning with a telescope requires a fairly expensive cost to buy the equipment. This study will present a more interesting way of learning from the previous one, namely through Augmented Reality (AR) application using Android platform. Augmented Reality is a combination of virtual world (virtual) and real world (real) made by computer. Virtual objects can be text, animation, 3D models or videos that are combined with the actual environment so that the user feels the virtual object is in his environment. With the use of the Android platform, this application makes the learning method more interesting because it can be used on various Android smartphones so that learning can be done anytime and anywhere. The methodology used in making applications is Multimedia Lifecycle, along with C # language for AR programming and flowchart as a modelling tool. The results of research on some users stated that this application can run well and can be used as an alternative way of learning Astronomy with more interesting.

Augmented REality Sandtables (ARESs) Impact on Learning

DTIC Science & Technology

2016-07-01

Disclaimers The findings in this report are not to be construed as an official Department of the Army position unless so designated by other authorized...The use of augmented reality ( AR ) to supplement training tools, specifically sand tables, can produce highly effective systems at relatively low...engagement and enhanced-scenario customization. The Augmented REality Sandtable ( ARES ) is projected to enhance training and retention of spatial

Effect of Error Augmentation on Brain Activation and Motor Learning of a Complex Locomotor Task

PubMed Central

Marchal-Crespo, Laura; Michels, Lars; Jaeger, Lukas; López-Olóriz, Jorge; Riener, Robert

2017-01-01

Up to date, the functional gains obtained after robot-aided gait rehabilitation training are limited. Error augmenting strategies have a great potential to enhance motor learning of simple motor tasks. However, little is known about the effect of these error modulating strategies on complex tasks, such as relearning to walk after a neurologic accident. Additionally, neuroimaging evaluation of brain regions involved in learning processes could provide valuable information on behavioral outcomes. We investigated the effect of robotic training strategies that augment errors—error amplification and random force disturbance—and training without perturbations on brain activation and motor learning of a complex locomotor task. Thirty-four healthy subjects performed the experiment with a robotic stepper (MARCOS) in a 1.5 T MR scanner. The task consisted in tracking a Lissajous figure presented on a display by coordinating the legs in a gait-like movement pattern. Behavioral results showed that training without perturbations enhanced motor learning in initially less skilled subjects, while error amplification benefited better-skilled subjects. Training with error amplification, however, hampered transfer of learning. Randomly disturbing forces induced learning and promoted transfer in all subjects, probably because the unexpected forces increased subjects' attention. Functional MRI revealed main effects of training strategy and skill level during training. A main effect of training strategy was seen in brain regions typically associated with motor control and learning, such as, the basal ganglia, cerebellum, intraparietal sulcus, and angular gyrus. Especially, random disturbance and no perturbation lead to stronger brain activation in similar brain regions than error amplification. Skill-level related effects were observed in the IPS, in parts of the superior parietal lobe (SPL), i.e., precuneus, and temporal cortex. These neuroimaging findings indicate that gait-like motor learning depends on interplay between subcortical, cerebellar, and fronto-parietal brain regions. An interesting observation was the low activation observed in the brain's reward system after training with error amplification compared to training without perturbations. Our results suggest that to enhance learning of a locomotor task, errors should be augmented based on subjects' skill level. The impacts of these strategies on motor learning, brain activation, and motivation in neurological patients need further investigation. PMID:29021739

Experimental evaluation of a wind shear alert and energy management display

NASA Technical Reports Server (NTRS)

Kraiss, K.-F.; Baty, D. L.

1978-01-01

A method is proposed for onboard measurement and display of specific windshear and energy management data derived from an air data computer. An open-loop simulation study is described which was carried out to verify the feasibility of this display concept, and whose results were used as a basis to develop the respective cockpit instrumentation. The task was to fly a three-degree landing approach under various shear conditions with and without specific information on the shear. Improved performance due to augmented cockpit information was observed. Critical shears with increasing tailwinds could be handled more consistently and with less deviation from the glide path.

Development of an Interactive Augmented Environment and Its Application to Autonomous Learning for Quadruped Robots

NASA Astrophysics Data System (ADS)

Kobayashi, Hayato; Osaki, Tsugutoyo; Okuyama, Tetsuro; Gramm, Joshua; Ishino, Akira; Shinohara, Ayumi

This paper describes an interactive experimental environment for autonomous soccer robots, which is a soccer field augmented by utilizing camera input and projector output. This environment, in a sense, plays an intermediate role between simulated environments and real environments. We can simulate some parts of real environments, e.g., real objects such as robots or a ball, and reflect simulated data into the real environments, e.g., to visualize the positions on the field, so as to create a situation that allows easy debugging of robot programs. The significant point compared with analogous work is that virtual objects are touchable in this system owing to projectors. We also show the portable version of our system that does not require ceiling cameras. As an application in the augmented environment, we address the learning of goalie strategies on real quadruped robots in penalty kicks. We make our robots utilize virtual balls in order to perform only quadruped locomotion in real environments, which is quite difficult to simulate accurately. Our robots autonomously learn and acquire more beneficial strategies without human intervention in our augmented environment than those in a fully simulated environment.

Machine Learning-based Transient Brokers for Real-time Classification of the LSST Alert Stream

NASA Astrophysics Data System (ADS)

Narayan, Gautham; Zaidi, Tayeb; Soraisam, Monika; ANTARES Collaboration

2018-01-01

The number of transient events discovered by wide-field time-domain surveys already far outstrips the combined followup resources of the astronomical community. This number will only increase as we progress towards the commissioning of the Large Synoptic Survey Telescope (LSST), breaking the community's current followup paradigm. Transient brokers - software to sift through, characterize, annotate and prioritize events for followup - will be a critical tool for managing alert streams in the LSST era. Developing the algorithms that underlie the brokers, and obtaining simulated LSST-like datasets prior to LSST commissioning, to train and test these algorithms are formidable, though not insurmountable challenges. The Arizona-NOAO Temporal Analysis and Response to Events System (ANTARES) is a joint project of the National Optical Astronomy Observatory and the Department of Computer Science at the University of Arizona. We have been developing completely automated methods to characterize and classify variable and transient events from their multiband optical photometry. We describe the hierarchical ensemble machine learning algorithm we are developing, and test its performance on sparse, unevenly sampled, heteroskedastic data from various existing observational campaigns, as well as our progress towards incorporating these into a real-time event broker working on live alert streams from time-domain surveys.

Organizational Learning as an Analogy to Individual Learning? A Case of Augmented Interaction Intensity

ERIC Educational Resources Information Center

Döös, Marianne; Johansson, Peter; Wilhelmson, Lena

2015-01-01

This paper attempts to explore an analogy between individual and organizational learning within experiential learning theory (ELT). The focus is on both the possibility of identifying a learning subject that learns in action, and on the genesis process behind the learning of a suggested learning subject at organizational level. The exploration…

Framework for robot skill learning using reinforcement learning

NASA Astrophysics Data System (ADS)

Wei, Yingzi; Zhao, Mingyang

2003-09-01

Robot acquiring skill is a process similar to human skill learning. Reinforcement learning (RL) is an on-line actor critic method for a robot to develop its skill. The reinforcement function has become the critical component for its effect of evaluating the action and guiding the learning process. We present an augmented reward function that provides a new way for RL controller to incorporate prior knowledge and experience into the RL controller. Also, the difference form of augmented reward function is considered carefully. The additional reward beyond conventional reward will provide more heuristic information for RL. In this paper, we present a strategy for the task of complex skill learning. Automatic robot shaping policy is to dissolve the complex skill into a hierarchical learning process. The new form of value function is introduced to attain smooth motion switching swiftly. We present a formal, but practical, framework for robot skill learning and also illustrate with an example the utility of method for learning skilled robot control on line.

Social Virtual Worlds for Technology-Enhanced Learning on an Augmented Learning Platform

ERIC Educational Resources Information Center

Jin, Li; Wen, Zhigang; Gough, Norman

2010-01-01

Virtual worlds have been linked with e-learning applications to create virtual learning environments (VLEs) for the past decade. However, while they can support many educational activities that extend both traditional on-campus teaching and distance learning, they are used primarily for learning content generated and managed by instructors. With…

Augmented Reflective Learning and Knowledge Retention Perceived among Students in Classrooms Involving Virtual Laboratories

ERIC Educational Resources Information Center

Achuthan, Krishnashree; Francis, Saneesh P.; Diwakar, Shyam

2017-01-01

Learning theories converge on the principles of reflective learning processes and perceive them as fundamental to effective learning. Traditional laboratory education in science and engineering often happens in highly resource-constrained environments that compromise some of the learning objectives. This paper focuses on characterizing three…

A Context-Aware Ubiquitous Learning Environment for Language Listening and Speaking

ERIC Educational Resources Information Center

Liu, T.-Y.

2009-01-01

This paper reported the results of a study that aimed to construct a sensor and handheld augmented reality (AR)-supported ubiquitous learning (u-learning) environment called the Handheld English Language Learning Organization (HELLO), which is geared towards enhancing students' language learning. The HELLO integrates sensors, AR, ubiquitous…

Universal Design for Learning in Teaching Large Lecture Classes

ERIC Educational Resources Information Center

Dean, Tereza; Lee-Post, Anita; Hapke, Holly

2017-01-01

To augment traditional lecture with instructional tools that provide options for content representation, learner engagement, and learning expression, we followed the Universal Design for Learning (UDL) principles to design and implement a learning environment for teaching and learning in large lecture classes. To this end, we incorporated four…

Musical Peddy-Paper: A Collaborative Learning Activity Suported by Augmented Reality

ERIC Educational Resources Information Center

Gomes, José Duarte Cardoso; Figueiredo, Mauro Jorge Guerreiro; Amante, Lúcia da Graça Cruz Domingues; Gomes, Cristina Maria Cardoso

2014-01-01

Gaming activities are an integral part of the human learning process, in particular for children. Game-based learning focuses on motivation and children's engagement towards learning. Educational game-based activities are becoming effective strategies to enhance the learning process. This paper presents an educational activity focusing to merge…

Improving Night Time Driving Safety Using Vision-Based Classification Techniques.

PubMed

Chien, Jong-Chih; Chen, Yong-Sheng; Lee, Jiann-Der

2017-09-24

The risks involved in nighttime driving include drowsy drivers and dangerous vehicles. Prominent among the more dangerous vehicles around at night are the larger vehicles which are usually moving faster at night on a highway. In addition, the risk level of driving around larger vehicles rises significantly when the driver's attention becomes distracted, even for a short period of time. For the purpose of alerting the driver and elevating his or her safety, in this paper we propose two components for any modern vision-based Advanced Drivers Assistance System (ADAS). These two components work separately for the single purpose of alerting the driver in dangerous situations. The purpose of the first component is to ascertain that the driver would be in a sufficiently wakeful state to receive and process warnings; this is the driver drowsiness detection component. The driver drowsiness detection component uses infrared images of the driver to analyze his eyes' movements using a MSR plus a simple heuristic. This component issues alerts to the driver when the driver's eyes show distraction and are closed for a longer than usual duration. Experimental results show that this component can detect closed eyes with an accuracy of 94.26% on average, which is comparable to previous results using more sophisticated methods. The purpose of the second component is to alert the driver when the driver's vehicle is moving around larger vehicles at dusk or night time. The large vehicle detection component accepts images from a regular video driving recorder as input. A bi-level system of classifiers, which included a novel MSR-enhanced KAZE-base Bag-of-Features classifier, is proposed to avoid false negatives. In both components, we propose an improved version of the Multi-Scale Retinex (MSR) algorithm to augment the contrast of the input. Several experiments were performed to test the effects of the MSR and each classifier, and the results are presented in experimental results section of this paper.

Improving Night Time Driving Safety Using Vision-Based Classification Techniques

PubMed Central

Chien, Jong-Chih; Chen, Yong-Sheng; Lee, Jiann-Der

2017-01-01

The risks involved in nighttime driving include drowsy drivers and dangerous vehicles. Prominent among the more dangerous vehicles around at night are the larger vehicles which are usually moving faster at night on a highway. In addition, the risk level of driving around larger vehicles rises significantly when the driver’s attention becomes distracted, even for a short period of time. For the purpose of alerting the driver and elevating his or her safety, in this paper we propose two components for any modern vision-based Advanced Drivers Assistance System (ADAS). These two components work separately for the single purpose of alerting the driver in dangerous situations. The purpose of the first component is to ascertain that the driver would be in a sufficiently wakeful state to receive and process warnings; this is the driver drowsiness detection component. The driver drowsiness detection component uses infrared images of the driver to analyze his eyes’ movements using a MSR plus a simple heuristic. This component issues alerts to the driver when the driver’s eyes show distraction and are closed for a longer than usual duration. Experimental results show that this component can detect closed eyes with an accuracy of 94.26% on average, which is comparable to previous results using more sophisticated methods. The purpose of the second component is to alert the driver when the driver’s vehicle is moving around larger vehicles at dusk or night time. The large vehicle detection component accepts images from a regular video driving recorder as input. A bi-level system of classifiers, which included a novel MSR-enhanced KAZE-base Bag-of-Features classifier, is proposed to avoid false negatives. In both components, we propose an improved version of the Multi-Scale Retinex (MSR) algorithm to augment the contrast of the input. Several experiments were performed to test the effects of the MSR and each classifier, and the results are presented in experimental results section of this paper. PMID:28946643

Design Principles for Augmented Reality Learning

ERIC Educational Resources Information Center

Dunleavy, Matt

2014-01-01

Augmented reality is an emerging technology that utilizes mobile, context-aware devices (e.g., smartphones, tablets) that enable participants to interact with digital information embedded within the physical environment. This overview of design principles focuses on specific strategies that instructional designers can use to develop AR learning…

Mobile Technologies and Augmented Reality in Open Education

ERIC Educational Resources Information Center

Kurubacak, Gulsun, Ed.; Altinpulluk, Hakan, Ed.

2017-01-01

Novel trends and innovations have enhanced contemporary educational environments. When applied properly, these computing advances can create enriched learning opportunities for students. "Mobile Technologies and Augmented Reality in Open Education" is a pivotal reference source for the latest academic research on the integration of…

Applying an AR Technique to Enhance Situated Heritage Learning in a Ubiquitous Learning Environment

ERIC Educational Resources Information Center

Chang, Yi Hsing; Liu, Jen-ch'iang

2013-01-01

Since AR can display 3D materials and learner motivation is enhanced in a situated learning environment, this study explores the learning effectiveness of learners when combining AR technology and the situation learning theory. Based on the concept of embedding the characteristics of augmented reality and situated learning into a real situation to…

Best-Practice Model for Technology Enhanced Learning in the Creative Arts

ERIC Educational Resources Information Center

Power, Jess; Kannara, Vidya

2016-01-01

This paper presents a best-practice model for the redesign of virtual learning environments (VLEs) within creative arts to augment blended learning. In considering a blended learning best-practice model, three factors should be considered: the conscious and active human intervention, good learning design and pedagogical input, and the sensitive…

Cooperative-Experiential Learning: Using Student-Developed Games to Increase Knowledge Retention

ERIC Educational Resources Information Center

Camp, Kerri M.; Avery, Sherry; Lirely, Roger

2012-01-01

Previous literature has discussed the use of cooperative and experiential learning as a means of augmenting student involvement in the learning process. Teamwork has been one method of employing cooperative learning and having students play games has been used extensively in experiential learning approaches. Often the two pedagogies are employed…

Augmented reality enabling intelligence exploitation at the edge

NASA Astrophysics Data System (ADS)

Kase, Sue E.; Roy, Heather; Bowman, Elizabeth K.; Patton, Debra

2015-05-01

Today's Warfighters need to make quick decisions while interacting in densely populated environments comprised of friendly, hostile, and neutral host nation locals. However, there is a gap in the real-time processing of big data streams for edge intelligence. We introduce a big data processing pipeline called ARTEA that ingests, monitors, and performs a variety of analytics including noise reduction, pattern identification, and trend and event detection in the context of an area of operations (AOR). Results of the analytics are presented to the Soldier via an augmented reality (AR) device Google Glass (Glass). Non-intrusive AR devices such as Glass can visually communicate contextually relevant alerts to the Soldier based on the current mission objectives, time, location, and observed or sensed activities. This real-time processing and AR presentation approach to knowledge discovery flattens the intelligence hierarchy enabling the edge Soldier to act as a vital and active participant in the analysis process. We report preliminary observations testing ARTEA and Glass in a document exploitation and person of interest scenario simulating edge Soldier participation in the intelligence process in disconnected deployment conditions.

Human Factors Considerations for Safe Recovery from Faults In Flight Control Systems

NASA Technical Reports Server (NTRS)

Pritchett, Amy; Belcastro, C. M. (Technical Monitor)

2003-01-01

It is now possible - and important - to develop systems to help resolve Flight Control System (FCS) faults. From a human factors viewpoint, it is imperative that these systems take on roles, and provide functions, that are the most supportive to the pilot, given the stress, time pressure and workload they may experience following a FCS fault. FCS fault recovery systems may provide several different functions, including alerting, control assistance, and decision aiding. The biggest human factors questions are in the role suitable for the technology, and its specific functioning to achieve that role. Specifically, for these systems to be effective, they must meet the fundamental requirements that (1) they alert pilots to problems early enough that the pilot can reasonably resolve the fault and regain control of the aircraft and that (2) if the aircraft s handling qualities are severely degraded the HMS provide the appropriate stability augmentation to help the pilot stabilize and control the aircraft. This project undertook several research steps to develop such systems, focusing on the capabilities of pilots and on realistically attainable technologies. The ability to estimate which functions are the most valuable will help steer system development in the directions that can establish the highest safety levels.

Why self-controlled feedback enhances motor learning: Answers from electroencephalography and indices of motivation.

PubMed

Grand, Kirk F; Bruzi, Alessandro T; Dyke, Ford B; Godwin, Maurice M; Leiker, Amber M; Thompson, Andrew G; Buchanan, Taylor L; Miller, Matthew W

2015-10-01

It was tested whether learners who choose when to receive augmented feedback while practicing a motor skill exhibit enhanced augmented feedback processing and intrinsic motivation, along with superior learning, relative to learners who do not control their feedback. Accordingly, participants were assigned to either self-control (Self) or yoked groups and asked to practice a non-dominant arm beanbag toss. Self participants received augmented feedback at their discretion, whereas Yoked participants were given feedback schedules matched to Self counterparts. Participants' visual feedback was occluded, and when they received augmented feedback, their processing of it was indexed with the electroencephalography-derived feedback-related negativity (FRN). Participants self-reported intrinsic motivation via the Intrinsic Motivation Inventory (IMI) after practice, and completed a retention and transfer test the next day to index learning. Results partially support the hypothesis. Specifically, Self participants reported higher IMI scores, exhibited larger FRNs, and demonstrated better accuracy on the transfer test, but not on the retention test, nor did they exhibit greater consistency on the retention or transfer tests. Additionally, post-hoc multiple regression analysis indicated FRN amplitude predicted transfer test accuracy (accounting for IMI score). Results suggest self-controlled feedback schedules enhance feedback processing, which enhances the transfer of a newly acquired motor skill. Copyright © 2015 Elsevier B.V. All rights reserved.

Using augmented reality to teach and learn biochemistry.

PubMed

Vega Garzón, Juan Carlos; Magrini, Marcio Luiz; Galembeck, Eduardo

2017-09-01

Understanding metabolism and metabolic pathways constitutes one of the central aims for students of biological sciences. Learning metabolic pathways should be focused on the understanding of general concepts and core principles. New technologies such Augmented Reality (AR) have shown potential to improve assimilation of biochemistry abstract concepts because students can manipulate 3D molecules in real time. Here we describe an application named Augmented Reality Metabolic Pathways (ARMET), which allowed students to visualize the 3D molecular structure of substrates and products, thus perceiving changes in each molecule. The structural modification of molecules shows students the flow and exchange of compounds and energy through metabolism. © 2017 by The International Union of Biochemistry and Molecular Biology, 45(5):417-420, 2017. © 2017 The International Union of Biochemistry and Molecular Biology.

The Importance of Afterschool and Summer Learning Programs in African-American and Latino Communities. Afterschool Alert. Issue Brief No. 59

ERIC Educational Resources Information Center

Afterschool Alliance, 2013

2013-01-01

In classrooms across the country, when students hear the bell ring at 3 p.m., it signals the end of the school day and, for many, the start of an afternoon without supervision, without productive activities and without direction. Afterschool and summer learning programs are filling the invaluable role of providing essential services--such as a…

A brief review of augmented reality science learning

NASA Astrophysics Data System (ADS)

Gopalan, Valarmathie; Bakar, Juliana Aida Abu; Zulkifli, Abdul Nasir

2017-10-01

This paper reviews several literatures concerning the theories and model that could be applied for science motivation for upper secondary school learners (16-17 years old) in order to make the learning experience more amazing and useful. The embedment of AR in science could bring an awe-inspiring transformation on learners' viewpoint towards the respective subject matters. Augmented Reality is able to present the real and virtual learning experience with the addition of multiple media without replacing the real environment. Due to the unique feature of AR, it attracts the mass attention of researchers to implement AR in science learning. This impressive technology offers learners with the ultimate visualization and provides an astonishing and transparent learning experience by bringing to light the unseen perspective of the learning content. This paper will attract the attention of researchers in the related field as well as academicians in the related discipline. This paper aims to propose several related theoretical guidance that could be applied in science motivation to transform the learning in an effective way.

Earthquake Early Warning Beta Users: Java, Modeling, and Mobile Apps

NASA Astrophysics Data System (ADS)

Strauss, J. A.; Vinci, M.; Steele, W. P.; Allen, R. M.; Hellweg, M.

2014-12-01

Earthquake Early Warning (EEW) is a system that can provide a few to tens of seconds warning prior to ground shaking at a user's location. The goal and purpose of such a system is to reduce, or minimize, the damage, costs, and casualties resulting from an earthquake. A demonstration earthquake early warning system (ShakeAlert) is undergoing testing in the United States by the UC Berkeley Seismological Laboratory, Caltech, ETH Zurich, University of Washington, the USGS, and beta users in California and the Pacific Northwest. The beta users receive earthquake information very rapidly in real-time and are providing feedback on their experiences of performance and potential uses within their organization. Beta user interactions allow the ShakeAlert team to discern: which alert delivery options are most effective, what changes would make the UserDisplay more useful in a pre-disaster situation, and most importantly, what actions users plan to take for various scenarios. Actions could include: personal safety approaches, such as drop cover, and hold on; automated processes and procedures, such as opening elevator or fire stations doors; or situational awareness. Users are beginning to determine which policy and technological changes may need to be enacted, and funding requirements to implement their automated controls. The use of models and mobile apps are beginning to augment the basic Java desktop applet. Modeling allows beta users to test their early warning responses against various scenarios without having to wait for a real event. Mobile apps are also changing the possible response landscape, providing other avenues for people to receive information. All of these combine to improve business continuity and resiliency.

Augmented Virtual Reality: How to Improve Education Systems

ERIC Educational Resources Information Center

Fernandez, Manuel

2017-01-01

This essay presents and discusses the developing role of virtual and augmented reality technologies in education. Addressing the challenges in adapting such technologies to focus on improving students' learning outcomes, the author discusses the inclusion of experiential modes as a vehicle for improving students' knowledge acquisition.…

eLearning Hands-On: Blending Interactive eLearning with Practical Engineering Laboratory

ERIC Educational Resources Information Center

Kiravu, Cheddi; Yanev, Kamen M.; Tunde, Moses O.; Jeffrey, Anna M.; Schoenian, Dirk; Renner, Ansel

2016-01-01

Purpose: Integrating laboratory work into interactive engineering eLearning contents augments theory with practice while simultaneously ameliorating the apparent theory-practice gap in traditional eLearning. The purpose of this paper is to assess and recommend media that currently fulfil this desirable dual pedagogical goal.…

School to community: service learning in hospitaliy and tourism

Treesearch

Kimberly Monk; Jessica Bourdeau; Michele Capra

2007-01-01

In the effort to augment hospitality and tourism education beyond classroom instruction and internships, the added instructional methodology of community service learning is suggested. Service learning is an instructional method where students learn and develop through active participation in organized experiences that meet actual needs, increasing their sense of...

(Re)Conceptualizing Design Approaches for Mobile Language Learning

ERIC Educational Resources Information Center

Hoven, Debra; Palalas, Agnieszka

2011-01-01

An exploratory study conducted at George Brown College in Toronto, Canada between 2007 and 2009 investigated language learning with mobile devices as an approach to augmenting ESP learning by taking learning outside the classroom into the real-world context. In common with findings at other community colleges, this study identified inadequate…

Social Gaming and Learning Applications: A Driving Force for the Future of Virtual and Augmented Reality?

NASA Astrophysics Data System (ADS)

Dörner, Ralf; Lok, Benjamin; Broll, Wolfgang

Backed by a large consumer market, entertainment and education applications have spurred developments in the fields of real-time rendering and interactive computer graphics. Relying on Computer Graphics methodologies, Virtual Reality and Augmented Reality benefited indirectly from this; however, there is no large scale demand for VR and AR in gaming and learning. What are the shortcomings of current VR/AR technology that prevent a widespread use in these application areas? What advances in VR/AR will be necessary? And what might future “VR-enhanced” gaming and learning look like? Which role can and will Virtual Humans play? Concerning these questions, this article analyzes the current situation and provides an outlook on future developments. The focus is on social gaming and learning.

Bimanual Coordination Learning with Different Augmented Feedback Modalities and Information Types

PubMed Central

Chiou, Shiau-Chuen; Chang, Erik Chihhung

2016-01-01

Previous studies have shown that bimanual coordination learning is more resistant to the removal of augmented feedback when acquired with auditory than with visual channel. However, it is unclear whether this differential “guidance effect” between feedback modalities is due to enhanced sensorimotor integration via the non-dominant auditory channel or strengthened linkage to kinesthetic information under rhythmic input. The current study aimed to examine how modalities (visual vs. auditory) and information types (continuous visuospatial vs. discrete rhythmic) of concurrent augmented feedback influence bimanual coordination learning. Participants either learned a 90°-out-of-phase pattern for three consecutive days with Lissajous feedback indicating the integrated position of both arms, or with visual or auditory rhythmic feedback reflecting the relative timing of the movement. The results showed diverse performance change after practice when the feedback was removed between Lissajous and the other two rhythmic groups, indicating that the guidance effect may be modulated by the type of information provided during practice. Moreover, significant performance improvement in the dual-task condition where the irregular rhythm counting task was applied as a secondary task also suggested that lower involvement of conscious control may result in better performance in bimanual coordination. PMID:26895286

Bimanual Coordination Learning with Different Augmented Feedback Modalities and Information Types.

PubMed

Chiou, Shiau-Chuen; Chang, Erik Chihhung

2016-01-01

Previous studies have shown that bimanual coordination learning is more resistant to the removal of augmented feedback when acquired with auditory than with visual channel. However, it is unclear whether this differential "guidance effect" between feedback modalities is due to enhanced sensorimotor integration via the non-dominant auditory channel or strengthened linkage to kinesthetic information under rhythmic input. The current study aimed to examine how modalities (visual vs. auditory) and information types (continuous visuospatial vs. discrete rhythmic) of concurrent augmented feedback influence bimanual coordination learning. Participants either learned a 90°-out-of-phase pattern for three consecutive days with Lissajous feedback indicating the integrated position of both arms, or with visual or auditory rhythmic feedback reflecting the relative timing of the movement. The results showed diverse performance change after practice when the feedback was removed between Lissajous and the other two rhythmic groups, indicating that the guidance effect may be modulated by the type of information provided during practice. Moreover, significant performance improvement in the dual-task condition where the irregular rhythm counting task was applied as a secondary task also suggested that lower involvement of conscious control may result in better performance in bimanual coordination.

Helping Hands: Using Augmented Reality to Provide Remote Guidance to Health Professionals.

PubMed

Mather, Carey; Barnett, Tony; Broucek, Vlasti; Saunders, Annette; Grattidge, Darren; Huang, Weidong

2017-01-01

Access to expert practitioners or geographic distance can compound the capacity for appropriate supervision of health professionals in the workplace. Guidance and support of clinicians and students to undertake new or infrequent procedures can be resource intensive. The Helping Hands remote augmented reality system is an innovation to support the development of, and oversee the acquisition of procedural skills through remote learning and teaching supervision while in clinical practice. Helping Hands is a wearable, portable, hands-free, low cost system comprised of two networked laptops, a head-mounted display worn by the recipient and a display screen used remotely by the instructor. Hand hygiene was used as the test procedure as it is a foundation skill learned by all health profession students. The technology supports unmediated remote gesture guidance by augmenting the object with the Helping Hands of a health professional. A laboratory-based study and field trial tested usability and feasibility of the remote guidance system. The study found the Helping Hands system did not compromise learning outcomes. This innovation has the potential to transform remote learning and teaching supervision by enabling health professionals and students opportunities to develop and improve their procedural performance at the workplace.

Learning anatomy via mobile augmented reality: Effects on achievement and cognitive load.

PubMed

Küçük, Sevda; Kapakin, Samet; Göktaş, Yüksel

2016-10-01

Augmented reality (AR), a new generation of technology, has attracted the attention of educators in recent years. In this study, a MagicBook was developed for a neuroanatomy topic by using mobile augmented reality (mAR) technology. This technology integrates virtual learning objects into the real world and allow users to interact with the environment using mobile devices. The purpose of this study was to determine the effects of learning anatomy via mAR on medical students' academic achievement and cognitive load. The mixed method was applied in the study. The random sample consisted of 70 second-year undergraduate medical students: 34 in an experimental group and 36 in a control group. Academic achievement test and cognitive load scale were used as data collection tool. A one-way MANOVA test was used for analysis. The experimental group, which used mAR applications, reported higher achievement and lower cognitive load. The use of mAR applications in anatomy education contributed to the formation of an effective and productive learning environment. Student cognitive load decreased as abstract information became concrete in printed books via multimedia materials in mAR applications. Additionally, students were able to access the materials in the MagicBook anytime and anywhere they wanted. The mobile learning approach helped students learn better by exerting less cognitive effort. Moreover, the sensory experience and real time interaction with environment may provide learning satisfaction and enable students to structure their knowledge to complete the learning tasks. Anat Sci Educ 9: 411-421. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

RCR Online Course: Build an Online Course to Augment RCR Training Using Evidenced-Based Learning Theory

PubMed Central

Ratliff, Mary; Masen, Nicole; Sullivan, Stephen; Fleming, Michael F.; Carney, Paula

2013-01-01

This article demonstrates how to apply evidenced-based instructional design principles to develop a supplemental, online Responsible Conduct of Research (RCR) course. The supplement RCR course may serve to appropriately augment the National Institutes of Health (NIH) required RCR training. The way to ensure that an online RCR course is effective is to incorporate evidence-based learning theories into the development of the course content. This article specifically demonstrates application of Bloom’s taxonomy and Gagne’s Nine Instructional Events to a research misconduct course. At the conclusion, the reader will be able to apply evidence-based learning theories to the development of any online course. PMID:22861181

Negative reinforcement impairs overnight memory consolidation.

PubMed

Stamm, Andrew W; Nguyen, Nam D; Seicol, Benjamin J; Fagan, Abigail; Oh, Angela; Drumm, Michael; Lundt, Maureen; Stickgold, Robert; Wamsley, Erin J

2014-11-01

Post-learning sleep is beneficial for human memory. However, it may be that not all memories benefit equally from sleep. Here, we manipulated a spatial learning task using monetary reward and performance feedback, asking whether enhancing the salience of the task would augment overnight memory consolidation and alter its incorporation into dreaming. Contrary to our hypothesis, we found that the addition of reward impaired overnight consolidation of spatial memory. Our findings seemingly contradict prior reports that enhancing the reward value of learned information augments sleep-dependent memory processing. Given that the reward followed a negative reinforcement paradigm, consolidation may have been impaired via a stress-related mechanism. © 2014 Stamm et al.; Published by Cold Spring Harbor Laboratory Press.

Augmented notebooks for pervasive learning in medical practice.

PubMed

Bricon-Souf, Nathalie; Leroy, Nicolas; Renard, Jean-Marie

2010-01-01

Medical e-learning can benefit from the new technologies, and pervasive learning resources and tools worth to be introduced in the medical context. Micro-learning seems to be an interesting way for pervasive learning. But it is still difficult to propose pedagogical resources that are built by learners, from meaningful experiments. We conducted an analysis of the exchanges performed by Health care professionals in the hospital in order to understand where and when educational exchanges appear. We analyzed the type of documents exchanged. The residents' paper notebooks caught our attention first because it answers some clinician-needs and second because the computerization of such a notebook could add a collaborative dimension to the pedagogical resources. We propose a model of an augmented resident's notebook and we briefly describe an implementation using Content Management System and WIKI, before setting the discussion and the conclusion sections.

Evaluating Children's Learning Disabilities with an Apple II Personal Computer or Tempting Poor Learners with an Apple.

ERIC Educational Resources Information Center

Sisson, Lee Hansen; And Others

This paper describes the use of commercially-available software for the Apple Computer to augment diagnostic evaluations of learning disabled children and to enhance "learning to learn" strategies at the application/transfer level of learning. A short rationale discusses levels of evaluation and learning, using a model that synthesizes the ideas…

Perceptions of the roles of social networking in simulation augmented medical education and training.

PubMed

Martin, Rob; Rojas, David; Cheung, Jeffrey J H; Weber, Bryce; Kapralos, Bill; Dubrowski, Adam

2013-01-01

Simulation-augmented education and training (SAET) is an expensive educational tool that may be facilitated through social networking technologies or Computer Supported Collaborative Learning (CSCL). This study examined the perceptions of medical undergraduates participating in SAET for knot tying skills to identify perceptions and barriers to implementation of social networking technologies within a broader medical education curriculum. The majority of participants (89%) found CSCL aided their learning of the technical skill and identified privacy and accessibility as major barriers to the tools implementation.

Frames of Reference in Mobile Augmented Reality Displays

ERIC Educational Resources Information Center

Mou, Weimin; Biocca, Frank; Owen, Charles B.; Tang, Arthur; Xiao, Fan; Lim, Lynette

2004-01-01

In 3 experiments, the authors investigated spatial updating in augmented reality environments. Participants learned locations of virtual objects on the physical floor. They were turned to appropriate facing directions while blindfolded before making pointing judgments (e.g., "Imagine you are facing X. Point to Y"). Experiments manipulated the…

Applications of Augmented Reality-Based Natural Interactive Learning in Magnetic Field Instruction

ERIC Educational Resources Information Center

Cai, Su; Chiang, Feng-Kuang; Sun, Yuchen; Lin, Chenglong; Lee, Joey J.

2017-01-01

Educators must address several challenges inherent to the instruction of scientific disciplines such as physics -- expensive or insufficient laboratory equipment, equipment error, difficulty in simulating certain experimental conditions. Augmented reality (AR) can be a promising approach to address these challenges. In this paper, we discuss the…

Intelligent Augmented Reality Training for Motherboard Assembly

ERIC Educational Resources Information Center

Westerfield, Giles; Mitrovic, Antonija; Billinghurst, Mark

2015-01-01

We investigate the combination of Augmented Reality (AR) with Intelligent Tutoring Systems (ITS) to assist with training for manual assembly tasks. Our approach combines AR graphics with adaptive guidance from the ITS to provide a more effective learning experience. We have developed a modular software framework for intelligent AR training…

Determination of Student Opinions in Augmented Reality

ERIC Educational Resources Information Center

Bicen, Huseyin; Bal, Erkan

2016-01-01

The rapid development of the new technology has changed classroom teaching methods and tools in a positive way. This study investigated the classroom learning with augmented reality and the impact of student opinions. 97 volunteer undergraduate students took part in this study. Results included data in the form of frequencies, percentages and…

Learning Molecular Structures in a Tangible Augmented Reality Environment

ERIC Educational Resources Information Center

Asai, Kikuo; Takase, Norio

2011-01-01

This article presents the characteristics of using a tangible table top environment produced by augmented reality (AR), aimed at improving the environment in which learners observe three-dimensional molecular structures. The authors perform two evaluation experiments. A performance test for a user interface demonstrates that learners with a…

Design and Development of an Interactive Multimedia Simulation for Augmenting the Teaching and Learning of Programming Concepts

ERIC Educational Resources Information Center

Baloyi, Leonah L.; Ojo, Sunday O.; Van Wyk, Etienne A.

2017-01-01

Teaching and learning programming has presented many challenges in institutions of higher learning worldwide. Teaching and learning programming require cognitive reasoning, mainly due to the fundamental reality that the underlying concepts are complex and abstract. As a result, many institutions of higher learning are faced with low success rates…

Effects of chewing gum on mood, learning, memory and performance of an intelligence test.

PubMed

Smith, Andrew

2009-04-01

Recent research suggests that chewing gum may increase alertness and lead to changes in cognitive performance. The present study examined effects of chewing gum on these functions within the context of a single study. This study had four main aims. The first was to examine whether chewing gum improved learning and memory of information in a story. The second aim was to determine whether chewing gum improved test performance on a validated intellectual task (the Alice Heim task). A third aim was to determine whether chewing gum improved performance on short memory tasks (immediate and delayed recall of a list of words, delayed recognition memory, retrieval from semantic memory, and a working memory task). The final aim was to determine whether chewing gum improved mood (alertness, calm and hedonic tone). A cross-over design was used with gum and no-gum sessions being on consecutive weeks. In each week, volunteers attended for two sessions, two days apart. The first session assessed mood, immediate recall of information from a story and performance on short memory tasks. The second session assessed mood, delayed recall of information from a story and performance of an intelligence test (the Alice Heim test). There were no significant effects of chewing gum on any aspect of recall of the story. Chewing gum improved the accuracy of performing the Alice Heim test which confirms the benefits of gum on test performance seen in an earlier study. Chewing gum had no significant effect on the short memory tasks. Chewing gum increased alertness at the end of the test session in both parts of the study. This effect was in the region of a 10% increase and was highly significant (P < 0.001). The results of this study showed that chewing gum increases alertness. In contrast, no significant effects of chewing gum were observed in the memory tasks. Intellectual performance was improved in the gum condition. Overall, the results suggest further research on the alerting effects of chewing gum and possible improved test performance in these situations.

M-Learning: Implications in Learning Domain Specificities, Adaptive Learning, Feedback, Augmented Reality, and the Future of Online Learning

ERIC Educational Resources Information Center

Squires, David R.

2014-01-01

The aim of this paper is to examine the potential and effectiveness of m-learning in the field of Education and Learning domains. The purpose of this research is to illustrate how mobile technology can and is affecting novel change in instruction, from m-learning and the link to adaptive learning, to the uninitiated learner and capacities of…

Case-Based Modeling for Learning: Socially Constructed Skill Development

ERIC Educational Resources Information Center

Lyons, Paul; Bandura, Randall P.

2018-01-01

Purpose: Grounded on components of experiential learning theory (ELT) and self-regulation of learning (SRL) theory, augmented by elements of action theory and script development, the purpose of this paper is to demonstrate the case-based modeling (CBM) instructional approach that stimulates learning in groups or teams. CBM is related to individual…

Postgraduate Students' Knowledge Construction during Asynchronous Computer Conferences in a Blended Learning Environment: A Malaysian Experience

ERIC Educational Resources Information Center

Kian-Sam, Hong; Lee, Julia Ai Cheng

2008-01-01

Blended learning, using e-learning tools to supplement existing on campus learning, often incorporates asynchronous computer conferencing as a means of augmenting knowledge construction among students. This case study reports findings about levels of knowledge construction amongst adult postgraduate students in six asynchronous computer…

Head Mounted Alerting for Urban Operations via Tactical Information Management System

DTIC Science & Technology

2006-03-01

MOUT Area Based Experiments .......................................................................... 62 6.4.2 Video Game Based Experiments...associated with the video game task. ................................................................ 35 Figure 20: The learning rate for truth sets defined...23 Table 6: Results of experiments from Breakthrough Mission for our Video Game Configuration

The future of radiology augmented with Artificial Intelligence: A strategy for success.

PubMed

Liew, Charlene

2018-05-01

The rapid development of Artificial Intelligence/deep learning technology and its implementation into routine clinical imaging will cause a major transformation to the practice of radiology. Strategic positioning will ensure the successful transition of radiologists into their new roles as augmented clinicians. This paper describes an overall vision on how to achieve a smooth transition through the practice of augmented radiology where radiologists-in-the-loop ensure the safe implementation of Artificial Intelligence systems. Copyright © 2018 Elsevier B.V. All rights reserved.

Immersive Collaboration Simulations: Multi-User Virtual Environments and Augmented Realities

NASA Technical Reports Server (NTRS)

Dede, Chris

2008-01-01

Emerging information technologies are reshaping the following: shifts in the knowledge and skills society values, development of new methods of teaching and learning, and changes in the characteristics of learning.

Runway Safety Monitor Algorithm for Runway Incursion Detection and Alerting

NASA Technical Reports Server (NTRS)

Green, David F., Jr.; Jones, Denise R. (Technical Monitor)

2002-01-01

The Runway Safety Monitor (RSM) is an algorithm for runway incursion detection and alerting that was developed in support of NASA's Runway Incursion Prevention System (RIPS) research conducted under the NASA Aviation Safety Program's Synthetic Vision System element. The RSM algorithm provides pilots with enhanced situational awareness and warnings of runway incursions in sufficient time to take evasive action and avoid accidents during landings, takeoffs, or taxiing on the runway. The RSM currently runs as a component of the NASA Integrated Display System, an experimental avionics software system for terminal area and surface operations. However, the RSM algorithm can be implemented as a separate program to run on any aircraft with traffic data link capability. The report documents the RSM software and describes in detail how RSM performs runway incursion detection and alerting functions for NASA RIPS. The report also describes the RIPS flight tests conducted at the Dallas-Ft Worth International Airport (DFW) during September and October of 2000, and the RSM performance results and lessons learned from those flight tests.

Mobile devices, Virtual Reality, Augmented Reality, and Digital Geoscience Education.

NASA Astrophysics Data System (ADS)

Crompton, H.; De Paor, D. G.; Whitmeyer, S. J.; Bentley, C.

2016-12-01

Mobile devices are playing an increasing role in geoscience education. Affordances include instructor-student communication and class management in large classrooms, virtual and augmented reality applications, digital mapping, and crowd-sourcing. Mobile technologies have spawned the sub field of mobile learning or m-learning, which is defined as learning across multiple contexts, through social and content interactions. Geoscientists have traditionally engaged in non-digital mobile learning via fieldwork, but digital devices are greatly extending the possibilities, especially for non-traditional students. Smartphones and tablets are the most common devices but smart glasses such as Pivothead enable live streaming of a first-person view (see for example, https://youtu.be/gWrDaYP5w58). Virtual reality headsets such as Google Cardboard create an immersive virtual field experience and digital imagery such as GigaPan and Structure from Motion enables instructors and/or students to create virtual specimens and outcrops that are sharable across the globe. Whereas virtual reality (VR) replaces the real world with a virtual representation, augmented reality (AR) overlays digital data on the live scene visible to the user in real time. We have previously reported on our use of the AR application called FreshAiR for geoscientific "egg hunts." The popularity of Pokémon Go demonstrates the potential of AR for mobile learning in the geosciences.

Coupling between Metacognition and Emotions during STEM Learning with Advanced Learning Technologies: A Critical Analysis, Implications for Future Research, and Design of Learning Systems

ERIC Educational Resources Information Center

Azevedo, Roger; Mudrick, Nicholas; Taub, Michelle; Wortha, Franz

2017-01-01

Metacognition and emotions play a critical role in learners' ability to monitor and regulate their learning about 21st-century skills related to science, technology, engineering, and mathematics (STEM) content while using advanced learning technologies (ALTs; e.g., intelligent tutoring systems, serious games, hypermedia, augmented reality). In…

Exploring the Effect of Materials Designed with Augmented Reality on Language Learners' Vocabulary Learning

ERIC Educational Resources Information Center

Solak, Ekrem; Cakir, Recep

2015-01-01

The purpose of this study was to determine the motivational level of the participants in a language classroom towards course materials designed in accordance with augmented reality technology and to identify the correlation between academic achievement and motivational level. 130 undergraduate students from a state-run university in Turkey…

Get Real: Augmented Reality for the Classroom

ERIC Educational Resources Information Center

Mitchell, Rebecca; DeBay, Dennis

2012-01-01

Kids love augmented reality (AR) simulations because they are like real-life video games. AR simulations allow students to learn content while collaborating face to face and interacting with a multimedia-enhanced version of the world around them. Although the technology may seem advanced, AR software makes it easy to develop content-based…

Augmented Reality Games: Using Technology on a Budget

ERIC Educational Resources Information Center

Annetta, Leonard; Burton, Erin Peters; Frazier, Wendy; Cheng, Rebecca; Chmiel, Margaret

2012-01-01

As smartphones become more ubiquitous among adolescents, there is increasing potential for these as a tool to engage students in science instruction through innovative learning environments such as augmented reality (AR). Aligned with the National Science Education Standards (NRC 1996) and integrating the three dimensions of "A Framework for K-12…

Mobile Augmented Communication for Remote Collaboration in a Physical Work Context

ERIC Educational Resources Information Center

Pejoska-Laajola, Jana; Reponen, Sanna; Virnes, Marjo; Leinonen, Teemu

2017-01-01

Informal learning in a physical work context requires communication and collaboration that build on a common ground and an active awareness of a situation. We explored whether mobile video conversations augmented with on-screen drawing features were beneficial for improving communication and remote collaboration practices in the construction and…

Understanding the Conics through Augmented Reality

ERIC Educational Resources Information Center

Salinas, Patricia; Pulido, Ricardo

2017-01-01

This paper discusses the production of a digital environment to foster the learning of conics through augmented reality. The name conic refers to curves obtained by the intersection of a plane with a right circular conical surface. The environment gives students the opportunity to interact with the cone and the plane as virtual objects in real…

Application of structured support vector machine backpropagation to a convolutional neural network for human pose estimation.

PubMed

Witoonchart, Peerajak; Chongstitvatana, Prabhas

2017-08-01

In this study, for the first time, we show how to formulate a structured support vector machine (SSVM) as two layers in a convolutional neural network, where the top layer is a loss augmented inference layer and the bottom layer is the normal convolutional layer. We show that a deformable part model can be learned with the proposed structured SVM neural network by backpropagating the error of the deformable part model to the convolutional neural network. The forward propagation calculates the loss augmented inference and the backpropagation calculates the gradient from the loss augmented inference layer to the convolutional layer. Thus, we obtain a new type of convolutional neural network called an Structured SVM convolutional neural network, which we applied to the human pose estimation problem. This new neural network can be used as the final layers in deep learning. Our method jointly learns the structural model parameters and the appearance model parameters. We implemented our method as a new layer in the existing Caffe library. Copyright © 2017 Elsevier Ltd. All rights reserved.

Supporting Awareness for Augmenting Participation in Collaborative Learning.

ERIC Educational Resources Information Center

Ogata, Hiroaki; Yano, Yoneo

This paper describes Coconuts (Concurrent Collaborative Learning Environment Supported by Awareness), a proposed module of Sharlok (Sharing, Linking and Looking-for Knowledge), an open-ended and collaborative learning environment that integrates a knowledge building tool with a collaborative interface tool. Coconuts was developed in order to…

Early augmented language intervention for children with developmental delays: potential secondary motor outcomes.

PubMed

Whitmore, Ani S; Romski, Mary Ann; Sevcik, Rose A

2014-09-01

This exploratory study examined the potential secondary outcome of an early augmented language intervention that incorporates speech-generating devices (SGD) on motor skill use for children with developmental delays. The data presented are from a longitudinal study by Romski and colleagues. Toddlers in the augmented language interventions were either required (Augmented Communication-Output; AC-O) or not required (Augmented Communication-Input; AC-I) to use the SGD to produce an augmented word. Three standardized assessments and five event-based coding schemes measured the participants' language abilities and motor skills. Toddlers in the AC-O intervention used more developmentally appropriate motor movements and became more accurate when using the SGD to communicate than toddlers in the AC-I intervention. AAC strategies, interventionist/parent support, motor learning opportunities, and physical feedback may all contribute to this secondary benefit of AAC interventions that use devices.

Applying Augmented Reality in practical classes for engineering students

NASA Astrophysics Data System (ADS)

Bazarov, S. E.; Kholodilin, I. Yu; Nesterov, A. S.; Sokhina, A. V.

2017-10-01

In this article the Augmented Reality application for teaching engineering students of electrical and technological specialties is introduced. In order to increase the motivation for learning and the independence of students, new practical guidelines on Augmented Reality were developed in the application to practical classes. During the application development, the authors used software such as Unity 3D and Vuforia. The Augmented Reality content consists of 3D-models, images and animations, which are superimposed on real objects, helping students to study specific tasks. A user who has a smartphone, a tablet PC, or Augmented Reality glasses can visualize on-screen virtual objects added to a real environment. Having analyzed the current situation in higher education: the learner’s interest in studying, their satisfaction with the educational process, and the impact of the Augmented Reality application on students, a questionnaire was developed and offered to students; the study involved 24 learners.

Connecting with Local Culture.

ERIC Educational Resources Information Center

Rowe, Roy; Probst, Craig

1995-01-01

In a small school off the Alaskan coast, students are learning to value their Aleut heritage. The third-grade class abandoned its traditional science text to study lessons organized around Alaska's Pribilof Islands, a natural science laboratory. Weekly projects involving debris cleanup, tourist brochures, rat alerts, and boat restoration engage…

Food for Thought.

ERIC Educational Resources Information Center

Given, Barbara K.

1998-01-01

What and how students eat can profoundly affect their ability to learn. Children require a high-protein breakfast for alertness, and a balanced diet, including complex carbohydrates throughout the day. Chronic stress causes the brain and body to deplete available nutrients. Nutrition is an important issue; better school food equals better school…

Automated vocabulary discovery for geo-parsing online epidemic intelligence.

PubMed

Keller, Mikaela; Freifeld, Clark C; Brownstein, John S

2009-11-24

Automated surveillance of the Internet provides a timely and sensitive method for alerting on global emerging infectious disease threats. HealthMap is part of a new generation of online systems designed to monitor and visualize, on a real-time basis, disease outbreak alerts as reported by online news media and public health sources. HealthMap is of specific interest for national and international public health organizations and international travelers. A particular task that makes such a surveillance useful is the automated discovery of the geographic references contained in the retrieved outbreak alerts. This task is sometimes referred to as "geo-parsing". A typical approach to geo-parsing would demand an expensive training corpus of alerts manually tagged by a human. Given that human readers perform this kind of task by using both their lexical and contextual knowledge, we developed an approach which relies on a relatively small expert-built gazetteer, thus limiting the need of human input, but focuses on learning the context in which geographic references appear. We show in a set of experiments, that this approach exhibits a substantial capacity to discover geographic locations outside of its initial lexicon. The results of this analysis provide a framework for future automated global surveillance efforts that reduce manual input and improve timeliness of reporting.

The Development of Monograph with 3-Dimentional Illustrations Titled “Augmented Chemistry: Hydrocarbon” as Learning Enrichment Materials

NASA Astrophysics Data System (ADS)

Ernawati, D.; Ikhsan, J.

2017-02-01

The development of 3D technology provides more advantages in education sectors. In chemistry, the 3D technology makes chemistry objects look more tangible. This research developed a monograph titled “Augmented Chemistry: Hydrocarbon” as learning enrichment materials. The development model consisted of 5 steps, which were the adaptation of the ADDIE model. The 3D objects of chemistry were built using the computer applications of Chem Sketch, and Google Sketch Up with AR Plugin. The 3D objects were displayed by relevant markers on the texts of the monograph from which the visualizations of the 3D objects appeared when they were captured by digital camera of laptop or smartphone, and were possibly viewed with free-rotation. Not only were 3D chemistry objects included in the monograph, but also graphics, videos, audios, and animations, which facilitated more fun learning for readers of the monograph. After the reviews by the experts of subject matter, of media, of instruction, and by peers, the monograph was revised, and then rated by chemistry teachers. The analysis of the data showed that the monograph titled “Augmented Chemistry: Hydrocarbon” was in the criteria of very good for the enrichment materials of Chemistry learning.

Research as Pedagogy: Using Experimental Data Collection as a Course Learning Tool

ERIC Educational Resources Information Center

Beard, Virginia; Booke, Paula

2016-01-01

Integrating research in the classroom experience is recognized as potentially important in enhancing student learning (Price 2001; Schmid 1992). This article asks if student integration as research subjects augments their learning about political science. A quasi-experimental project focused on media usage, construction, and influences on the…

Service Learning and Criminal Justice: An Exploratory Study of Student Perceptions

ERIC Educational Resources Information Center

Burke, Alison S.; Bush, Michael D.

2013-01-01

In recent years, more university programs have been encompassing service learning components to augment their academic studies. Service learning engages students in activities that meet community needs. The students acquire a deeper understanding of course content, requirements within the discipline, and civic responsibilities. This paper will…

Factors That Affect Faculty Attitudes toward Adoption of Technology-Rich Blended Learning

ERIC Educational Resources Information Center

Moukali, Khalid Hussain

2012-01-01

Universities worldwide are transitioning to blended learning where technology is used to enhance and augment traditional face-to-face instruction. Investigation of how well blended learning strategies are accepted and adopted in multicultural settings is needed to facilitate this transition. This study investigated factors and barriers that…

Self-Esteem and Couples Counseling.

ERIC Educational Resources Information Center

Palisi, Anthony T.

1992-01-01

The components of the self system include self-concept, self-esteem, and self-efficacy. Learning that adds to identity augments self-concept. Learning that leads to self-appraisal relates to self-esteem. Learning that leads to prediction of achievement belongs to self-efficacy. Courage to persist when confronted by a "Gulp!" experience…

Detecting Symptoms of Low Performance Using Production Rules

ERIC Educational Resources Information Center

Bravo, Javier; Ortigosa, Alvaro

2009-01-01

E-Learning systems offer students innovative and attractive ways of learning through augmentation or substitution of traditional lectures and exercises with online learning material. Such material can be accessed at any time from anywhere using different devices, and can be personalized according to the individual student's needs, goals and…

Generalization of value in reinforcement learning by humans.

PubMed

Wimmer, G Elliott; Daw, Nathaniel D; Shohamy, Daphna

2012-04-01

Research in decision-making has focused on the role of dopamine and its striatal targets in guiding choices via learned stimulus-reward or stimulus-response associations, behavior that is well described by reinforcement learning theories. However, basic reinforcement learning is relatively limited in scope and does not explain how learning about stimulus regularities or relations may guide decision-making. A candidate mechanism for this type of learning comes from the domain of memory, which has highlighted a role for the hippocampus in learning of stimulus-stimulus relations, typically dissociated from the role of the striatum in stimulus-response learning. Here, we used functional magnetic resonance imaging and computational model-based analyses to examine the joint contributions of these mechanisms to reinforcement learning. Humans performed a reinforcement learning task with added relational structure, modeled after tasks used to isolate hippocampal contributions to memory. On each trial participants chose one of four options, but the reward probabilities for pairs of options were correlated across trials. This (uninstructed) relationship between pairs of options potentially enabled an observer to learn about option values based on experience with the other options and to generalize across them. We observed blood oxygen level-dependent (BOLD) activity related to learning in the striatum and also in the hippocampus. By comparing a basic reinforcement learning model to one augmented to allow feedback to generalize between correlated options, we tested whether choice behavior and BOLD activity were influenced by the opportunity to generalize across correlated options. Although such generalization goes beyond standard computational accounts of reinforcement learning and striatal BOLD, both choices and striatal BOLD activity were better explained by the augmented model. Consistent with the hypothesized role for the hippocampus in this generalization, functional connectivity between the ventral striatum and hippocampus was modulated, across participants, by the ability of the augmented model to capture participants' choice. Our results thus point toward an interactive model in which striatal reinforcement learning systems may employ relational representations typically associated with the hippocampus. © 2012 The Authors. European Journal of Neuroscience © 2012 Federation of European Neuroscience Societies and Blackwell Publishing Ltd.

Studienlandschaft Schwingbachtal: an out-door full-scale learning tool newly equipped with augmented reality

NASA Astrophysics Data System (ADS)

Aubert, A. H.; Schnepel, O.; Kraft, P.; Houska, T.; Plesca, I.; Orlowski, N.; Breuer, L.

2015-11-01

This paper addresses education and communication in hydrology and geosciences. Many approaches can be used, such as the well-known seminars, modelling exercises and practical field work but out-door learning in our discipline is a must, and this paper focuses on the recent development of a new out-door learning tool at the landscape scale. To facilitate improved teaching and hands-on experience, we designed the Studienlandschaft Schwingbachtal. Equipped with field instrumentation, education trails, and geocache, we now implemented an augmented reality App, adding virtual teaching objects on the real landscape. The App development is detailed, to serve as methodology for people wishing to implement such a tool. The resulting application, namely the Schwingbachtal App, is described as an example. We conclude that such an App is useful for communication and education purposes, making learning pleasant, and offering personalized options.

Breaking Silences

ERIC Educational Resources Information Center

McGarry, Robert A.

2011-01-01

When a gay male student began distributing letters at his high school alerting students and teachers to the antigay language in the school and teachers' lack of intervention, the letter was quickly confiscated. McGarry, an administrator in the central office, learned of the incident and of other incidents in which LGBT students and teachers were…

The Benefits of Career and Technical Education. Trends and Issues Alert.

ERIC Educational Resources Information Center

Brown, Bettina Lankard

Career and technical education (CTE) can benefit students directly by providing earning advantages before and after graduation. It can benefit them indirectly by increasing engagement, retention, and persistence and by directing them to postsecondary education and pursuit of lifelong learning. CTE programs motivate students to get involved in…

Apprenticeship. Trends and Issues Alert No. 19.

ERIC Educational Resources Information Center

Wonacott, Michael E.

Although apprenticeship used to be viewed as academically questionable, today many educators consider it an ideal vehicle for the work-based learning necessary for the school-to-work transition. In particular, youth apprenticeships are seen as having potential to minimize youth floundering in the labor market, ensure educative work experiences,…

Fermilab Science Education Office - Educators/Teachers

Science.gov Websites

wide variety of professional development workshops, programs and educational resources. As an Illinois State Board of Education approved professional development provider, we use the Standards for Professional Learning in designing all of our programs. Read our e-Alert: January 2018–August 2018. For

Augmenting Reality and Formality of Informal and Non-Formal Settings to Enhance Blended Learning

ERIC Educational Resources Information Center

Pérez-Sanagustin, Mar; Hernández-Leo, Davinia; Santos, Patricia; Kloos, Carlos Delgado; Blat, Josep

2014-01-01

Visits to museums and city tours have been part of higher and secondary education curriculum activities for many years. However these activities are typically considered "less formal" when compared to those carried out in the classroom, mainly because they take place in informal or non-formal settings. Augmented Reality (AR) technologies…

"Juxtapose": An Exploration of Mobile Augmented Reality Collaborations and Professional Practices in a Creative Learning Environment

ERIC Educational Resources Information Center

Menorath, Darren; Antonczak, Laurent

2017-01-01

This paper examines the state of the art of mobile Augmented Reality (AR) and mobile Virtual Reality (VR) in relation to collaboration and professional practices in a creative digital environment and higher education. To support their discussion, the authors use a recent design-based research project named "Juxtapose," which explores…

Modeling Augmented Reality Games with Preservice Elementary and Secondary Science Teachers

ERIC Educational Resources Information Center

Burton, Erin Peters; Frazier, Wendy; Annetta, Leonard; Lamb, Richard; Cheng, Rebecca; Chmiel, Margaret

2011-01-01

Cell phones are ever-present in daily life, yet vastly underused in the formal science classroom. The purpose of this study was to implement a novel learning tool on cell phones, Augmented Reality Games, and determine how the interaction influenced preservice teachers' content knowledge and self-efficacy of cell phone use in schools. Results show…

Usability Evaluation of an Augmented Reality System for Teaching Euclidean Vectors

ERIC Educational Resources Information Center

Martin-Gonzalez, Anabel; Chi-Poot, Angel; Uc-Cetina, Victor

2016-01-01

Augmented reality (AR) is one of the emerging technologies that has demonstrated to be an efficient technological tool to enhance learning techniques. In this paper, we describe the development and evaluation of an AR system for teaching Euclidean vectors in physics and mathematics. The goal of this pedagogical tool is to facilitate user's…

Visual Environment for Designing Interactive Learning Scenarios with Augmented Reality

ERIC Educational Resources Information Center

Mota, José Miguel; Ruiz-Rube, Iván; Dodero, Juan Manuel; Figueiredo, Mauro

2016-01-01

Augmented Reality (AR) technology allows the inclusion of virtual elements on a vision of actual physical environment for the creation of a mixed reality in real time. This kind of technology can be used in educational settings. However, the current AR authoring tools present several drawbacks, such as, the lack of a mechanism for tracking the…

Interactive Print: The Design of Cognitive Tasks in Blended Augmented Reality and Print Documents

ERIC Educational Resources Information Center

Nadolny, Larysa

2017-01-01

The combination of print materials and augmented reality in education is increasingly accessible due to advances in mobile technologies. Using familiar paper-based activities overlaid with digital items, also known as interactive print, educators can create a custom learning experience for students. There is very little guidance on the design of…

Augmentation-related brain plasticity

PubMed Central

Di Pino, Giovanni; Maravita, Angelo; Zollo, Loredana; Guglielmelli, Eugenio; Di Lazzaro, Vincenzo

2014-01-01

Today, the anthropomorphism of the tools and the development of neural interfaces require reconsidering the concept of human-tools interaction in the framework of human augmentation. This review analyses the plastic process that the brain undergoes when it comes into contact with augmenting artificial sensors and effectors and, on the other hand, the changes that the use of external augmenting devices produces in the brain. Hitherto, few studies investigated the neural correlates of augmentation, but clues on it can be borrowed from logically-related paradigms: sensorimotor training, cognitive enhancement, cross-modal plasticity, sensorimotor functional substitution, use and embodiment of tools. Augmentation modifies function and structure of a number of areas, i.e., primary sensory cortices shape their receptive fields to become sensitive to novel inputs. Motor areas adapt the neuroprosthesis representation firing-rate to refine kinematics. As for normal motor outputs, the learning process recruits motor and premotor cortices and the acquisition of proficiency decreases attentional recruitment, focuses the activity on sensorimotor areas and increases the basal ganglia drive on the cortex. Augmentation deeply relies on the frontoparietal network. In particular, premotor cortex is involved in learning the control of an external effector and owns the tool motor representation, while the intraparietal sulcus extracts its visual features. In these areas, multisensory integration neurons enlarge their receptive fields to embody supernumerary limbs. For operating an anthropomorphic neuroprosthesis, the mirror system is required to understand the meaning of the action, the cerebellum for the formation of its internal model and the insula for its interoception. In conclusion, anthropomorphic sensorized devices can provide the critical sensory afferences to evolve the exploitation of tools through their embodiment, reshaping the body representation and the sense of the self. PMID:24966816

Employing Augmented-Reality-Embedded Instruction to Disperse the Imparities of Individual Differences in Earth Science Learning

NASA Astrophysics Data System (ADS)

Chen, Cheng-ping; Wang, Chang-Hwa

2015-12-01

Studies have proven that merging hands-on and online learning can result in an enhanced experience in learning science. In contrast to traditional online learning, multiple in-classroom activities may be involved in an augmented-reality (AR)-embedded e-learning process and thus could reduce the effects of individual differences. Using a three-stage AR-embedded instructional process, we conducted an experiment to investigate the influences of individual differences on learning earth science phenomena of "day, night, and seasons" for junior highs. The mixed-methods sequential explanatory design was employed. In the quantitative phase, factors of learning styles and ICT competences were examined alongside with the overall learning achievement. Independent t tests and ANCOVAs were employed to achieve inferential statistics. The results showed that overall learning achievement was significant for the AR-embedded instruction. Nevertheless, neither of the two learner factors exhibited significant effect on learning achievement. In the qualitative phase, we analyzed student interview records, and a wide variation on student's preferred instructional stages were revealed. These findings could provide an alternative rationale for developing ICT-supported instruction, as our three-stage AR-embedded comprehensive e-learning scheme could enhance instruction adaptiveness to disperse the imparities of individual differences between learners.

Digital Games, Design, and Learning: A Systematic Review and Meta-Analysis.

PubMed

Clark, Douglas B; Tanner-Smith, Emily E; Killingsworth, Stephen S

2016-03-01

In this meta-analysis, we systematically reviewed research on digital games and learning for K-16 students. We synthesized comparisons of game versus nongame conditions (i.e., media comparisons) and comparisons of augmented games versus standard game designs (i.e., value-added comparisons). We used random-effects meta-regression models with robust variance estimates to summarize overall effects and explore potential moderator effects. Results from media comparisons indicated that digital games significantly enhanced student learning relative to nongame conditions ([Formula: see text] = 0.33, 95% confidence interval [0.19, 0.48], k = 57, n = 209). Results from value-added comparisons indicated significant learning benefits associated with augmented game designs ([Formula: see text] = 0.34, 95% confidence interval [0.17, 0.51], k = 20, n = 40). Moderator analyses demonstrated that effects varied across various game mechanics characteristics, visual and narrative characteristics, and research quality characteristics. Taken together, the results highlight the affordances of games for learning as well as the key role of design beyond medium.

Applications of Augmented Reality in Informal Science Learning Sites: a Review

NASA Astrophysics Data System (ADS)

Goff, Eric E.; Mulvey, Kelly Lynn; Irvin, Matthew J.; Hartstone-Rose, Adam

2018-05-01

The importance of increasing interest in the STEM disciplines has been noted in a number of recent national reports. While many previous studies have focused on such efforts inside of the formal classroom, comparatively few have looked closely at informal learning environments. We investigate the innovative use of technology in informal learning by reviewing research on the incorporation of augmented reality (AR) at exhibit-based informal science education (ISE) settings in the literature. We report on the common STEM-focused topics that are covered by current AR applications for ISE learning, as well as the different devices used to support these applications. Additionally, we report on the prevalence of positive learning outcomes and engagement factors commonly associated with the use AR applications in informal environments. This review aims to foster continued development and implementation of AR technology in exhibit-based ISE settings by informing the community of recent findings and promoting additional rigorous research for the future.

Digital Games, Design, and Learning

PubMed Central

Clark, Douglas B.; Tanner-Smith, Emily E.; Killingsworth, Stephen S.

2016-01-01

In this meta-analysis, we systematically reviewed research on digital games and learning for K–16 students. We synthesized comparisons of game versus nongame conditions (i.e., media comparisons) and comparisons of augmented games versus standard game designs (i.e., value-added comparisons). We used random-effects meta-regression models with robust variance estimates to summarize overall effects and explore potential moderator effects. Results from media comparisons indicated that digital games significantly enhanced student learning relative to nongame conditions (g¯ = 0.33, 95% confidence interval [0.19, 0.48], k = 57, n = 209). Results from value-added comparisons indicated significant learning benefits associated with augmented game designs (g¯ = 0.34, 95% confidence interval [0.17, 0.51], k = 20, n = 40). Moderator analyses demonstrated that effects varied across various game mechanics characteristics, visual and narrative characteristics, and research quality characteristics. Taken together, the results highlight the affordances of games for learning as well as the key role of design beyond medium. PMID:26937054

The use of social media and mobile device applications to disseminate natural hazard information by Natural Resources Canada

NASA Astrophysics Data System (ADS)

Bird, A. L.; Ulmi, M.; Majewski, C.; Hayek, K.; Edwards, W.; McCormack, D. A.; Cole, R. T.; de Paor, D. R.

2011-12-01

Public expectation of near-instant and reliable information is constantly rising. Such expectation puts increasing demands on organizations charged with providing the public with information on hazard events in near-real-time, while ensuring quality and accuracy of content. Natural Resources Canada (NRCan) has responded by augmenting existing methods for earthquake information distribution with new and varied methods for relaying natural hazards information. We profile tools now employed operationally by NRCan to distribute earthquake information to emergency measures organizations, news media and the public. Also presented will be an example of a smart-'phone application which includes several tools for natural hazard preparedness and response, supplemented with automated real-time alerts.

Automatic Dependent Surveillance Broadcast (ADS-B) System for Ownership and Traffic Situational Awareness

NASA Technical Reports Server (NTRS)

Arteaga, Ricardo A. (Inventor)

2016-01-01

The present invention proposes an automatic dependent surveillance broadcast (ADS-B) architecture and process, in which priority aircraft and ADS-B IN traffic information are included in the transmission of data through the telemetry communications to a remote ground control station. The present invention further proposes methods for displaying general aviation traffic information in three and/or four dimension trajectories using an industry standard Earth browser for increased situation awareness and enhanced visual acquisition of traffic for conflict detection. The present invention enable the applications of enhanced visual acquisition of traffic, traffic alerts, and en-route and terminal surveillance used to augment pilot situational awareness through ADS-B IN display and information in three or four dimensions for self-separation awareness.

Improving Environmental Literacy through GO3 Citizen Science Project

NASA Astrophysics Data System (ADS)

Wilkening, B.

2011-12-01

In the Global Ozone (GO3) Project students measure ground-level ozone on a continuous basis and upload their results to a global network used by atmospheric scientists and schools. Students learn important concepts such as chemical measurement methods; instrumentation; calibration; data acquisition using computers; data quality; statistics; data analysis and graphing; posting of data to the web; the chemistry of air pollution; stratospheric ozone depletion and global climate change. Students collaborate with researchers and other students globally in the GO3 network. Wilson K-8 School is located in a suburban area in Pima County, Arizona. Throughout the year we receive high ozone alert days. Prior to joining the GO3 project, my students were unaware of air pollution alerts, risks and causes. In the past when Pima County issued alerts to the school, they were posted on signs around the school. No explanation was provided to the students and the signs were often left up for days. This discounted the potential health effects of the situation, resulting in the alerts effectively being ignored. The GO3 project is transforming both my students and our school community. Now my students are:

• Performing science research
• Utilizing technology and increasing their skills
• Collaborating in a responsible manner on the global GO3 social network
• Communicating their work to the community
• Issuing their own ozone alerts to their school
• Advocating for actions that will improve air quality

Speech-Enabled Tools for Augmented Interaction in E-Learning Applications

ERIC Educational Resources Information Center

Selouani, Sid-Ahmed A.; Lê, Tang-Hô; Benahmed, Yacine; O'Shaughnessy, Douglas

2008-01-01

This article presents systems that use speech technology, to emulate the one-on-one interaction a student can get from a virtual instructor. A web-based learning tool, the Learn IN Context (LINC+) system, designed and used in a real mixed-mode learning context for a computer (C++ language) programming course taught at the Université de Moncton…

Establishment and Usability Evaluation of an Interactive AR Learning System on Conservation of Fish

ERIC Educational Resources Information Center

Lin, Hao-Chiang Koong; Hsieh, Min-Chai; Wang, Cheng-Hung; Sie, Zong-Yuan; Chang, Shei-Hsi

2011-01-01

In this study, we develop an interactive AR Learning System based on Augmented Reality and interactive touch-screen. The learning content knowledge is about conservation of fish in Taiwan. The system combines the game by the concept of AR book which allows children to learn about the importance of conservation of fish. A mechanism is designed to…

Changing Attitudes in Learning and Assessment: Cast-Off "Plagiarism Detection" and Cast-On Self-Service Assessment for Learning

ERIC Educational Resources Information Center

Chew, Esyin; Ding, Seong Lin; Rowell, Gill

2015-01-01

Considering the change of attitudes of plagiarism detection to assessment for learning, it is necessary to explore the effect of the paradigm shift for Turnitin, from "plagiarism detection" to self-service learning aid. Two research questions are explored in the present study: (1) How Turnitin augments self-service skills of students and…

An Overview and Evaluation of Recent Machine Learning Imputation Methods Using Cardiac Imaging Data.

PubMed

Liu, Yuzhe; Gopalakrishnan, Vanathi

2017-03-01

Many clinical research datasets have a large percentage of missing values that directly impacts their usefulness in yielding high accuracy classifiers when used for training in supervised machine learning. While missing value imputation methods have been shown to work well with smaller percentages of missing values, their ability to impute sparse clinical research data can be problem specific. We previously attempted to learn quantitative guidelines for ordering cardiac magnetic resonance imaging during the evaluation for pediatric cardiomyopathy, but missing data significantly reduced our usable sample size. In this work, we sought to determine if increasing the usable sample size through imputation would allow us to learn better guidelines. We first review several machine learning methods for estimating missing data. Then, we apply four popular methods (mean imputation, decision tree, k-nearest neighbors, and self-organizing maps) to a clinical research dataset of pediatric patients undergoing evaluation for cardiomyopathy. Using Bayesian Rule Learning (BRL) to learn ruleset models, we compared the performance of imputation-augmented models versus unaugmented models. We found that all four imputation-augmented models performed similarly to unaugmented models. While imputation did not improve performance, it did provide evidence for the robustness of our learned models.

Evaluating the use of augmented reality to support undergraduate student learning in geomorphology

NASA Astrophysics Data System (ADS)

Ockelford, A.; Bullard, J. E.; Burton, E.; Hackney, C. R.

2016-12-01

Augmented Reality (AR) supports the understanding of complex phenomena by providing unique visual and interactive experiences that combine real and virtual information and help communicate abstract problems to learners. With AR, designers can superimpose virtual graphics over real objects, allowing users to interact with digital content through physical manipulation. One of the most significant pedagogic features of AR is that it provides an essentially student-centred and flexible space in which students can learn. By actively engaging participants using a design-thinking approach, this technology has the potential to provide a more productive and engaging learning environment than real or virtual learning environments alone. AR is increasingly being used in support of undergraduate learning and public engagement activities across engineering, medical and humanities disciplines but it is not widely used across the geosciences disciplines despite the obvious applicability. This paper presents preliminary results from a multi-institutional project which seeks to evaluate the benefits and challenges of using an augmented reality sand box to support undergraduate learning in geomorphology. The sandbox enables users to create and visualise topography. As the sand is sculpted, contours are projected onto the miniature landscape. By hovering a hand over the box, users can make it `rain' over the landscape and the water `flows' down in to rivers and valleys. At undergraduate level, the sand-box is an ideal focus for problem-solving exercises, for example exploring how geomorphology controls hydrological processes, how such processes can be altered and the subsequent impacts of the changes for environmental risk. It is particularly valuable for students who favour a visual or kinesthetic learning style. Results presented in this paper discuss how the sandbox provides a complex interactive environment that encourages communication, collaboration and co-design.

Policy Issues in Computer Education. Assessing the Cognitive Consequences of Computer Environments for Learning (ACCCEL).

ERIC Educational Resources Information Center

Linn, Marcia

This paper analyzes the capabilities of the computer learning environment identified by the Assessing the Cognitive Consequences of Computer Environments for Learning (ACCCEL) Project, augments the analysis with experimental work, and discusses how schools can implement policies which provide for the maximum potential of computers. The ACCCEL…

Designing for Learning Conversations: How Parents Support Children's Science Learning within an Immersive Simulation

ERIC Educational Resources Information Center

Tscholl, Michael; Lindgren, Robb

2016-01-01

This research investigates the social learning affordances of a room-sized, immersive, and interactive augmented reality simulation environment designed to support children's understanding of basic physics concepts in a science center. Conversations between 97 parent-child pairs were analyzed in relation to categories of talk through which…

Analysis of Traditional versus Three-Dimensional Augmented Curriculum on Anatomical Learning Outcome Measures

ERIC Educational Resources Information Center

Peterson, Diana Coomes; Mlynarczyk, Gregory S.A.

2016-01-01

This study examined whether student learning outcome measures are influenced by the addition of three-dimensional and digital teaching tools to a traditional dissection and lecture learning format curricula. The study was performed in a semester long graduate level course that incorporated both gross anatomy and neuroanatomy curricula. Methods…

Science Spots AR: A Platform for Science Learning Games with Augmented Reality

ERIC Educational Resources Information Center

Laine, Teemu H.; Nygren, Eeva; Dirin, Amir; Suk, Hae-Jung

2016-01-01

Lack of motivation and of real-world relevance have been identified as reasons for low interest in science among children. Game-based learning and storytelling are prominent methods for generating intrinsic motivation in learning. Real-world relevance requires connecting abstract scientific concepts with the real world. This can be done by…

Exposure Therapy for Fear of Spiders in an Adult with Learning Disabilities: A Case Report

ERIC Educational Resources Information Center

Cowdrey, Felicity A.; Walz, Linda

2015-01-01

The evidence-base for exposure therapy in people with learning disabilities experiencing specific phobias is sparse. This case study describes the assessment, formulation and treatment of spider phobia in a woman with learning disabilities using an exposure-based intervention augmented with mindfulness practice and bereavement work. To evaluate…

Generalization of value in reinforcement learning by humans

PubMed Central

Wimmer, G. Elliott; Daw, Nathaniel D.; Shohamy, Daphna

2012-01-01

Research in decision making has focused on the role of dopamine and its striatal targets in guiding choices via learned stimulus-reward or stimulus-response associations, behavior that is well-described by reinforcement learning (RL) theories. However, basic RL is relatively limited in scope and does not explain how learning about stimulus regularities or relations may guide decision making. A candidate mechanism for this type of learning comes from the domain of memory, which has highlighted a role for the hippocampus in learning of stimulus-stimulus relations, typically dissociated from the role of the striatum in stimulus-response learning. Here, we used fMRI and computational model-based analyses to examine the joint contributions of these mechanisms to RL. Humans performed an RL task with added relational structure, modeled after tasks used to isolate hippocampal contributions to memory. On each trial participants chose one of four options, but the reward probabilities for pairs of options were correlated across trials. This (uninstructed) relationship between pairs of options potentially enabled an observer to learn about options’ values based on experience with the other options and to generalize across them. We observed BOLD activity related to learning in the striatum and also in the hippocampus. By comparing a basic RL model to one augmented to allow feedback to generalize between correlated options, we tested whether choice behavior and BOLD activity were influenced by the opportunity to generalize across correlated options. Although such generalization goes beyond standard computational accounts of RL and striatal BOLD, both choices and striatal BOLD were better explained by the augmented model. Consistent with the hypothesized role for the hippocampus in this generalization, functional connectivity between the ventral striatum and hippocampus was modulated, across participants, by the ability of the augmented model to capture participants’ choice. Our results thus point toward an interactive model in which striatal RL systems may employ relational representations typically associated with the hippocampus. PMID:22487039

A Survey of Augmentative and Alternative Communication Used in an Inner City Special School

ERIC Educational Resources Information Center

Norburn, Katie; Levin, Abigail; Morgan, Sally; Harding, Celia

2016-01-01

This study surveyed staff use of augmentative and alternative communication (AAC) within a large inner city special school for children with complex needs and learning disabilities. A questionnaire asked 72 staff members about the range of AAC strategies they typically used during the working day and how often they used it; training they had…

M-Learning and Augmented Reality: A Review of the Scientific Literature on the WoS Repository

ERIC Educational Resources Information Center

Fombona, Javier; Pascual-Sevillano, Maria-Angeles; González-Videgara, MariCarmen

2017-01-01

Augmented reality emerges as a tool, on which it is necessary to examine its real educational value. This paper shows the results of a bibliometric analysis performed on documents collected from the Web of Science repository, an Internet service that concentrates bibliographic information from more than 7,000 institutions. Our analysis included an…

The Interaction of Child-Parent Shared Reading with an Augmented Reality (AR) Picture Book and Parents' Conceptions of AR Learning

ERIC Educational Resources Information Center

Cheng, Kun-Hung; Tsai, Chin-Chung

2016-01-01

Following a previous study (Cheng & Tsai, 2014. "Computers & Education"), this study aimed to probe the interaction of child-parent shared reading with the augmented reality (AR) picture book in more depth. A series of sequential analyses were thus conducted to infer the behavioral transition diagrams and visualize the continuity…

Augmentative Device Helps Max Speak. PACER Center ACTion Information Sheets. PHP-c75

ERIC Educational Resources Information Center

PACER Center, 2014

2014-01-01

This Action Information Sheet follows a family's process of selecting and using augmentative and alternative communication to help their young son, Max, speak. Max is affected by global dyspraxia, which makes learning new motor skills--especially speech--quite difficult. For the first years of his life, Max could not say words. Before he and his…

2-arachidonoylglycerol signaling impairs short-term fear extinction

PubMed Central

Hartley, N D; Gunduz-Cinar, O; Halladay, L; Bukalo, O; Holmes, A; Patel, S

2016-01-01

Impairments in fear extinction are thought to be central to the psychopathology of posttraumatic stress disorder, and endocannabinoid (eCB) signaling has been strongly implicated in extinction learning. Here we utilized the monoacylglycerol lipase inhibitor JZL184 to selectively augment brain 2-AG levels combined with an auditory cue fear-conditioning paradigm to test the hypothesis that 2-AG-mediated eCB signaling modulates short-term fear extinction learning in mice. We show that systemic JZL184 impairs short-term extinction learning in a CB1 receptor-dependent manner without affecting non-specific freezing behavior or the acquisition of conditioned fear. This effect was also observed in over-conditioned mice environmentally manipulated to re-acquire fear extinction. Cumulatively, the effects of JZL184 appear to be partly due to augmentation of 2-AG signaling in the basolateral nucleus of the amygdala (BLA), as direct microinfusion of JZL184 into the BLA produced similar results. Moreover, we elucidate a short ~3-day temporal window during which 2-AG augmentation impairs extinction behavior, suggesting a preferential role for 2-AG-mediated eCB signaling in the modulation of short-term behavioral sequelae to acute traumatic stress exposure. PMID:26926885

Measuring the Usability of Augmented Reality e-Learning Systems: A User-Centered Evaluation Approach

NASA Astrophysics Data System (ADS)

Pribeanu, Costin; Balog, Alexandru; Iordache, Dragoş Daniel

The development of Augmented Reality (AR) systems is creating new challenges and opportunities for the designers of e-learning systems. The mix of real and virtual requires appropriate interaction techniques that have to be evaluated with users in order to avoid usability problems. Formative usability aims at finding usability problems as early as possible in the development life cycle and is suitable to support the development of such novel interactive systems. This work presents an approach to the user-centered usability evaluation of an e-learning scenario for Biology developed on an Augmented Reality educational platform. The evaluation has been carried on during and after a summer school held within the ARiSE research project. The basic idea was to perform usability evaluation twice. In this respect, we conducted user testing with a small number of students during the summer school in order to get a fast feedback from users having good knowledge in Biology. Then, we repeated the user testing in different conditions and with a relatively larger number of representative users. In this paper we describe both experiments and compare the usability evaluation results.

Chest x-ray generation and data augmentation for cardiovascular abnormality classification

NASA Astrophysics Data System (ADS)

Madani, Ali; Moradi, Mehdi; Karargyris, Alexandros; Syeda-Mahmood, Tanveer

2018-03-01

Medical imaging datasets are limited in size due to privacy issues and the high cost of obtaining annotations. Augmentation is a widely used practice in deep learning to enrich the data in data-limited scenarios and to avoid overfitting. However, standard augmentation methods that produce new examples of data by varying lighting, field of view, and spatial rigid transformations do not capture the biological variance of medical imaging data and could result in unrealistic images. Generative adversarial networks (GANs) provide an avenue to understand the underlying structure of image data which can then be utilized to generate new realistic samples. In this work, we investigate the use of GANs for producing chest X-ray images to augment a dataset. This dataset is then used to train a convolutional neural network to classify images for cardiovascular abnormalities. We compare our augmentation strategy with traditional data augmentation and show higher accuracy for normal vs abnormal classification in chest X-rays.

"Whose Inquiry Is This Anyway?" Money, Power, Reports, and Collaborative Inquiry

ERIC Educational Resources Information Center

Kasl, Elizabeth; Yorks, Lyle

2010-01-01

Collaborative/cooperative inquiry (CI) is both a method for engaging in new paradigm human inquiry and a strategy for facilitating adult learning. Adult educators who use CI in institutional settings must be aware of potential corrupting influences. The authors alert educators to three factors interjected by institutional affiliation that…

Learning to Be a Woman: Feminist Theological Reflections on Sex Education in Church Schools

ERIC Educational Resources Information Center

Isherwood, Lisa

2004-01-01

This article suggests that sex education in Church schools should address the personal as political through proclaiming the liberating potential of incarnational theology. The author suggests that Christian sex educators should be alert to the construction and commodification of desire and its attendant capitalist implications. While resisting…

Initial Considerations for Developing Workplace Curriculum (Based on Whole Language Concepts).

ERIC Educational Resources Information Center

Jarvis, Mary I.

Project ALERT, a 3-year Wayne State University workplace education program in partnership with 5 varied worksites in metropolitan Detroit, developed replicable workplace literacy models. A review of literature provided information on how and why adults learn. A needs assessment and on-site observations were conducted to determine which sets of…

Arts and Afterschool: A Powerful Combination. Afterschool Alert. Issue Brief No. 21

ERIC Educational Resources Information Center

Afterschool Alliance, 2005

2005-01-01

In an increasingly competitive information age and creative economy, knowledge and skills in the arts and music are important in their own right. Additionally, the integration of the arts into after-school programs helps build and reinforce important student learning. It helps strengthen teamwork, responsibility, persistence, self-discipline, and…

Learning Science Using AR Book: A Preliminary Study on Visual Needs of Deaf Learners

NASA Astrophysics Data System (ADS)

Megat Mohd. Zainuddin, Norziha; Badioze Zaman, Halimah; Ahmad, Azlina

Augmented Reality (AR) is a technology that is projected to have more significant role in teaching and learning, particularly in visualising abstract concepts in the learning process. AR is a technology is based on visually oriented technique. Thus, it is suitable for deaf learners since they are generally classified as visual learners. Realising the importance of visual learning style for deaf learners in learning Science, this paper reports on a preliminary study of on an ongoing research on problems faced by deaf learners in learning the topic on Microorganisms. Being visual learners, they have problems with current text books that are more text-based that graphic based. In this preliminary study, a qualitative approach using the ethnographic observational technique was used so that interaction with three deaf learners who are participants throughout this study (they are also involved actively in the design and development of the AR Book). An interview with their teacher and doctor were also conducted to identify their learning and medical problems respectively. Preliminary findings have confirmed the need to design and develop a special Augmented Reality Book called AR-Science for Deaf Learners (AR-SiD).

The Level of E-Learning Integration at the University of Jordan: Challenges and Opportunities

ERIC Educational Resources Information Center

Al-Shboul, Muhannad

2013-01-01

E-Learning is playing a significant role in education to improve students' skills and teach them new ways for managing their knowledge and information. Many universities and institutions of higher education have recognized the value of the Internet in changing the way people learn. Traditional classroom courses can be augmented with interactive…

Evaluating the Viability of Mobile Learning to Enhance Management Training

ERIC Educational Resources Information Center

Macdonald, Iain; Chiu, Jason

2011-01-01

A qualitative research project was conducted to test the viability of augmenting an e-learning program for workplace learners using mobile content delivered through smart phones. Ten learners taking a six week web-based e-learning course were given smart phones which enabled them to access approximately 70% of the course content, in addition to…

Blended Learning via Mobile Social Media & Implementation of "EDMODO" in Reading Classes

ERIC Educational Resources Information Center

Yagci, Tahsin

2015-01-01

Almost there is nowhere that we don't use permeated smart technology. Increasingly developing mobile and wireless innovations forced us to integrate them to all fields in our lives. The latest trend in education is now blended learning and applications of mobile learning in educational environments. Pervasive and augmented usage of social media…

Design and Implementation of BusinessApp, a MALL Application to Make Successful Business Presentations

ERIC Educational Resources Information Center

Calle-Martínez, Cristina; Yanes, Lourdes Pomposo; Pareja-Lora, Antonio

2016-01-01

Little by little, (or, simply, MALL) is taking force in the field of education, as it supports language blended learning and language learning ubiquity. The study presented here belongs in the Social Ontology-based Cognitively Augmented Language Learning Mobile Environment (SO-CALL-ME) research project, whose final aim is to design and create…

The Hard Work of Soft Skills: Augmenting the Project-Based Learning Experience with Interdisciplinary Teamwork

ERIC Educational Resources Information Center

Vogler, Jane S.; Thompson, Penny; Davis, David W.; Mayfield, Blayne E.; Finley, Patrick M.; Yasseri, Dar

2018-01-01

This two-year qualitative study explored the learning process alongside students' perceived outcomes within an interdisciplinary project-based learning (PjBL) task. Students from three different undergraduate courses were assigned a project that spanned across all three classes and placed student teams in the roles of client and contractor.…

The Blended Learning Shift: New Report Shows Blended Learning Growing in U.S. Private Schools

ERIC Educational Resources Information Center

Warren, Travis

2015-01-01

The technology conversation in independent schools has evolved considerably over the last five years. In particular, it has moved beyond the question of how can schools augment traditional classroom practices with hardware (laptops, interactive whiteboards, etc.) to the question of how software can improve outcomes and enable new learning models,…

Information Technology and Academic Productivity.

ERIC Educational Resources Information Center

Massy, William F.; Zemsky, Robert

1996-01-01

Enumerates the challenges of adopting information technology (IT)-based teaching and learning strategies in higher education. Concerns addressed include whether IT should supplant rather than augment traditional teaching methods, the financing of IT acquisition, change of teaching and learning processes to increase productivity per person, and…

The Effectiveness of Using Augmented Reality Apps in Teaching the English Alphabet to Kindergarten Children: A Case Study in the State of Kuwait

ERIC Educational Resources Information Center

Safar, Ammar H.; Al-Jafar, Ali A.; Al-Yousefi, Zainab H.

2017-01-01

This experimental research study scrutinized the effectiveness of using augmented reality (AR) applications (apps) as a teaching and learning tool when instructing kindergarten children in the English alphabet in the State of Kuwait. The study compared two groups: (a) experimental, taught using AR apps, and (b) control, taught using traditional…

Delivering Educational Multimedia Contents through an Augmented Reality Application: A Case Study on Its Impact on Knowledge Acquisition and Retention

ERIC Educational Resources Information Center

Perez-Lopez, David; Contero, Manuel

2013-01-01

This paper presents a study to analyze the use of augmented reality (AR) for delivering multimedia content to support the teaching and learning process of the digestive and circulatory systems at the primary school level, and its impact on knowledge retention. Our AR application combines oral explanations and 3D models and animations of anatomical…

Using Tele-Coaching to Increase Behavior-Specific Praise Delivered by Secondary Teachers in an Augmented Reality Learning Environment

ERIC Educational Resources Information Center

Elford, Martha Denton

2013-01-01

This study analyzes the effects of real-time feedback on teacher behavior in an augmented reality simulation environment. Real-time feedback prompts teachers to deliver behavior-specific praise to students in the TeachLivE KU Lab as an evidence-based practice known to decrease disruptive behavior in inclusive classrooms. All educators face the…

The AIDLET Model: A Framework for Selecting Games, Simulations and Augmented Reality Environments in Mobile Learning

ERIC Educational Resources Information Center

Bidarra, José; Rothschild, Meagan; Squire, Kurt; Figueiredo, Mauro

2013-01-01

Smartphones and other mobile devices like the iPhone, Android, Kindle Fire, and iPad have boosted educators' interest in using mobile media for education. Applications from games to augmented reality are thriving in research settings, and in some cases schools and universities, but relatively little is known about how such devices may be used for…

Design of decision support interventions for medication prescribing.

PubMed

Horsky, Jan; Phansalkar, Shobha; Desai, Amrita; Bell, Douglas; Middleton, Blackford

2013-06-01

Describe optimal design attributes of clinical decision support (CDS) interventions for medication prescribing, emphasizing perceptual, cognitive and functional characteristics that improve human-computer interaction (HCI) and patient safety. Findings from published reports on success, failures and lessons learned during implementation of CDS systems were reviewed and interpreted with regard to HCI and software usability principles. We then formulated design recommendations for CDS alerts that would reduce unnecessary workflow interruptions and allow clinicians to make informed decisions quickly, accurately and without extraneous cognitive and interactive effort. Excessive alerting that tends to distract clinicians rather than provide effective CDS can be reduced by designing only high severity alerts as interruptive dialog boxes and less severe warnings without explicit response requirement, by curating system knowledge bases to suppress warnings with low clinical utility and by integrating contextual patient data into the decision logic. Recommended design principles include parsimonious and consistent use of color and language, minimalist approach to the layout of information and controls, the use of font attributes to convey hierarchy and visual prominence of important data over supporting information, the inclusion of relevant patient data in the context of the alert and allowing clinicians to respond with one or two clicks. Although HCI and usability principles are well established and robust, CDS and EHR system interfaces rarely conform to the best known design conventions and are seldom conceived and designed well enough to be truly versatile and dependable tools. These relatively novel interventions still require careful monitoring, research and analysis of its track record to mature. Clarity and specificity of alert content and optimal perceptual and cognitive attributes, for example, are essential for providing effective decision support to clinicians. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

On Location Learning: Authentic Applied Science with Networked Augmented Realities

NASA Astrophysics Data System (ADS)

Rosenbaum, Eric; Klopfer, Eric; Perry, Judy

2007-02-01

The learning of science can be made more like the practice of science through authentic simulated experiences. We have created a networked handheld Augmented Reality environment that combines the authentic role-playing of Augmented Realities and the underlying models of Participatory Simulations. This game, known as Outbreak @ The Institute, is played across a university campus where players take on the roles of doctors, medical technicians, and public health experts to contain a disease outbreak. Players can interact with virtual characters and employ virtual diagnostic tests and medicines. They are challenged to identify the source and prevent the spread of an infectious disease that can spread among real and/or virtual characters according to an underlying model. In this paper, we report on data from three high school classes who played the game. We investigate students' perception of the authenticity of the game in terms of their personal embodiment in the game, their experience playing different roles, and their understanding of the dynamic model underlying the game.

A learning performance study between the conventional approach and augmented reality textbook among secondary school students

NASA Astrophysics Data System (ADS)

Gopalan, Valarmathie; Zulkifli, Abdul Nasir; Bakar, Juliana Aida Abu

2016-08-01

Malaysia is moving towards becoming a developed nation by 2020. As such, the need for adequate human resources in science-related fields is one of the requirements to achieve a developed nation status. Unfortunately, there is a downward trend in the number of students pursuing the science stream at the secondary school level. This paper introduces an enhanced science textbook using Augmented Reality (eSTAR) that is intended to motivate students to be interested in science. The eSTAR was implemented to provide a supplement to the conventional science teaching and learning methods in the secondary schools. A learning performance study with a control group was conducted to investigate the effectiveness of the eSTAR for science learning among a sample of 140 Form Two secondary school students. The results indicate that the learning performance of the students in both groups had a significant difference in mean scores between the pre-test and post-test. Students using the eSTAR have a better score in the post-test and eventually resulted in a better learning performance compared to those who were exposed to the conventional science learning. Overall, the results show that the students benefited from the use of the conventional and eSTAR learning approaches.

Negative mood reverses devaluation of goal-directed drug-seeking favouring an incentive learning account of drug dependence.

PubMed

Hogarth, Lee; He, Zhimin; Chase, Henry W; Wills, Andy J; Troisi, Joseph; Leventhal, Adam M; Mathew, Amanda R; Hitsman, Brian

2015-09-01

Two theories explain how negative mood primes smoking behaviour. The stimulus-response (S-R) account argues that in the negative mood state, smoking is experienced as more reinforcing, establishing a direct (automatic) association between the negative mood state and smoking behaviour. By contrast, the incentive learning account argues that in the negative mood state smoking is expected to be more reinforcing, which integrates with instrumental knowledge of the response required to produce that outcome. One differential prediction is that whereas the incentive learning account anticipates that negative mood induction could augment a novel tobacco-seeking response in an extinction test, the S-R account could not explain this effect because the extinction test prevents S-R learning by omitting experience of the reinforcer. To test this, overnight-deprived daily smokers (n = 44) acquired two instrumental responses for tobacco and chocolate points, respectively, before smoking to satiety. Half then received negative mood induction to raise the expected value of tobacco, opposing satiety, whilst the remainder received positive mood induction. Finally, a choice between tobacco and chocolate was measured in extinction to test whether negative mood could augment tobacco choice, opposing satiety, in the absence of direct experience of tobacco reinforcement. Negative mood induction not only abolished the devaluation of tobacco choice, but participants with a significant increase in negative mood increased their tobacco choice in extinction, despite satiety. These findings suggest that negative mood augments drug-seeking by raising the expected value of the drug through incentive learning, rather than through automatic S-R control.

Forecasting: Exercises to Enhance Learning from Business Simulations

ERIC Educational Resources Information Center

Clark, Timothy S.; Kent, Brian M.

2013-01-01

Forecasting the outputs of dynamic systems develops a richer understanding of relevant inputs and their interrelationships than merely observing them ex post. Academic business simulations foster students' development of this critical competency, but learning outcomes can be significantly augmented with relatively simple, complementary exercises…

Explore and experience: mobile augmented reality for medical training.

PubMed

Albrecht, Urs-Vito; Noll, Christoph; von Jan, Ute

2013-01-01

In medicine, especially in basic education, it may sometimes be inappropriate to integrate real patients into classes due to ethical issues that must be avoided. Nevertheless, the quality of medical education may suffer without the use of real cases. This is especially true of medical specialties such as legal medicine: survivors of a crime are already subjected to procedures that constitute a severe emotional burden and may cause additional distress even without the added presence of students. Using augmented reality based applications may alleviate this ethical dilemma by giving students the possibility to practice the necessary skills based on virtual but nevertheless almost realistic cases. The app "mARble®" that is presented in this paper follows this approach. The currently available learning module for legal medicine gives users an opportunity to learn about various wound patterns by virtually overlaying them on their own skin and is applicable in different learning settings. Preliminary evaluation results covering learning efficiency and emotional components of the learning process are promising. Content modules for other medical specialtiesare currently under construction.

A novel collaborative e-learning platform for medical students - ALERT STUDENT

PubMed Central

2014-01-01

Background The increasing complexity of medical curricula would benefit from adaptive computer supported collaborative learning systems that support study management using instructional design and learning object principles. However, to our knowledge, there are scarce reports regarding applications developed to meet this goal and encompass the complete medical curriculum. The aim of ths study was to develop and assess the usability of an adaptive computer supported collaborative learning system for medical students to manage study sessions. Results A study platform named ALERT STUDENT was built as a free web application. Content chunks are represented as Flashcards that hold knowledge and open ended questions. These can be created in a collaborative fashion. Multiple Flashcards can be combined into custom stacks called Notebooks that can be accessed in study Groups that belong to the user institution. The system provides a Study Mode that features text markers, text notes, timers and color-coded content prioritization based on self-assessment of open ended questions presented in a Quiz Mode. Time spent studying and Perception of knowledge are displayed for each student and peers using charts. Computer supported collaborative learning is achieved by allowing for simultaneous creation of Notebooks and self-assessment questions by many users in a pre-defined Group. Past personal performance data is retrieved when studying new Notebooks containing previously studied Flashcards. Self-report surveys showed that students highly agreed that the system was useful and were willing to use it as a reference tool. Conclusions The platform employs various instructional design and learning object principles in a computer supported collaborative learning platform for medical students that allows for study management. The application broadens student insight over learning results and supports informed decisions based on past learning performance. It serves as a potential educational model for the medical education setting that has gathered strong positive feedback from students at our school. This platform provides a case study on how effective blending of instructional design and learning object principles can be brought together to manage study, and takes an important step towards bringing information management tools to support study decisions and improving learning outcomes. PMID:25017028

A novel collaborative e-learning platform for medical students - ALERT STUDENT.

PubMed

Taveira-Gomes, Tiago; Saffarzadeh, Areo; Severo, Milton; Guimarães, M Jorge; Ferreira, Maria Amélia

2014-07-14

The increasing complexity of medical curricula would benefit from adaptive computer supported collaborative learning systems that support study management using instructional design and learning object principles. However, to our knowledge, there are scarce reports regarding applications developed to meet this goal and encompass the complete medical curriculum. The aim of ths study was to develop and assess the usability of an adaptive computer supported collaborative learning system for medical students to manage study sessions. A study platform named ALERT STUDENT was built as a free web application. Content chunks are represented as Flashcards that hold knowledge and open ended questions. These can be created in a collaborative fashion. Multiple Flashcards can be combined into custom stacks called Notebooks that can be accessed in study Groups that belong to the user institution. The system provides a Study Mode that features text markers, text notes, timers and color-coded content prioritization based on self-assessment of open ended questions presented in a Quiz Mode. Time spent studying and Perception of knowledge are displayed for each student and peers using charts. Computer supported collaborative learning is achieved by allowing for simultaneous creation of Notebooks and self-assessment questions by many users in a pre-defined Group. Past personal performance data is retrieved when studying new Notebooks containing previously studied Flashcards. Self-report surveys showed that students highly agreed that the system was useful and were willing to use it as a reference tool. The platform employs various instructional design and learning object principles in a computer supported collaborative learning platform for medical students that allows for study management. The application broadens student insight over learning results and supports informed decisions based on past learning performance. It serves as a potential educational model for the medical education setting that has gathered strong positive feedback from students at our school.This platform provides a case study on how effective blending of instructional design and learning object principles can be brought together to manage study, and takes an important step towards bringing information management tools to support study decisions and improving learning outcomes.

Learning New Sensorimotor Contingencies: Effects of Long-Term Use of Sensory Augmentation on the Brain and Conscious Perception.

PubMed

König, Sabine U; Schumann, Frank; Keyser, Johannes; Goeke, Caspar; Krause, Carina; Wache, Susan; Lytochkin, Aleksey; Ebert, Manuel; Brunsch, Vincent; Wahn, Basil; Kaspar, Kai; Nagel, Saskia K; Meilinger, Tobias; Bülthoff, Heinrich; Wolbers, Thomas; Büchel, Christian; König, Peter

2016-01-01

Theories of embodied cognition propose that perception is shaped by sensory stimuli and by the actions of the organism. Following sensorimotor contingency theory, the mastery of lawful relations between own behavior and resulting changes in sensory signals, called sensorimotor contingencies, is constitutive of conscious perception. Sensorimotor contingency theory predicts that, after training, knowledge relating to new sensorimotor contingencies develops, leading to changes in the activation of sensorimotor systems, and concomitant changes in perception. In the present study, we spell out this hypothesis in detail and investigate whether it is possible to learn new sensorimotor contingencies by sensory augmentation. Specifically, we designed an fMRI compatible sensory augmentation device, the feelSpace belt, which gives orientation information about the direction of magnetic north via vibrotactile stimulation on the waist of participants. In a longitudinal study, participants trained with this belt for seven weeks in natural environment. Our EEG results indicate that training with the belt leads to changes in sleep architecture early in the training phase, compatible with the consolidation of procedural learning as well as increased sensorimotor processing and motor programming. The fMRI results suggest that training entails activity in sensory as well as higher motor centers and brain areas known to be involved in navigation. These neural changes are accompanied with changes in how space and the belt signal are perceived, as well as with increased trust in navigational ability. Thus, our data on physiological processes and subjective experiences are compatible with the hypothesis that new sensorimotor contingencies can be acquired using sensory augmentation.

Learning New Sensorimotor Contingencies: Effects of Long-Term Use of Sensory Augmentation on the Brain and Conscious Perception

PubMed Central

Schumann, Frank; Keyser, Johannes; Goeke, Caspar; Krause, Carina; Wache, Susan; Lytochkin, Aleksey; Ebert, Manuel; Brunsch, Vincent; Wahn, Basil; Kaspar, Kai; Nagel, Saskia K.; Meilinger, Tobias; Bülthoff, Heinrich; Wolbers, Thomas; Büchel, Christian; König, Peter

2016-01-01

Theories of embodied cognition propose that perception is shaped by sensory stimuli and by the actions of the organism. Following sensorimotor contingency theory, the mastery of lawful relations between own behavior and resulting changes in sensory signals, called sensorimotor contingencies, is constitutive of conscious perception. Sensorimotor contingency theory predicts that, after training, knowledge relating to new sensorimotor contingencies develops, leading to changes in the activation of sensorimotor systems, and concomitant changes in perception. In the present study, we spell out this hypothesis in detail and investigate whether it is possible to learn new sensorimotor contingencies by sensory augmentation. Specifically, we designed an fMRI compatible sensory augmentation device, the feelSpace belt, which gives orientation information about the direction of magnetic north via vibrotactile stimulation on the waist of participants. In a longitudinal study, participants trained with this belt for seven weeks in natural environment. Our EEG results indicate that training with the belt leads to changes in sleep architecture early in the training phase, compatible with the consolidation of procedural learning as well as increased sensorimotor processing and motor programming. The fMRI results suggest that training entails activity in sensory as well as higher motor centers and brain areas known to be involved in navigation. These neural changes are accompanied with changes in how space and the belt signal are perceived, as well as with increased trust in navigational ability. Thus, our data on physiological processes and subjective experiences are compatible with the hypothesis that new sensorimotor contingencies can be acquired using sensory augmentation. PMID:27959914

A Web-Based Computer-Aided Learning Module for an Anatomy Course Using Open Source Image Mapping Software

ERIC Educational Resources Information Center

Carleton, Renee E.

2012-01-01

Computer-aided learning (CAL) is used increasingly to teach anatomy in post-secondary programs. Studies show that augmentation of traditional cadaver dissection and model examination by CAL can be associated with positive student learning outcomes. In order to reduce costs associated with the purchase of skeletons and models and to encourage study…

Augmented Reality, Virtual Reality and Their Effect on Learning Style in the Creative Design Process

ERIC Educational Resources Information Center

Chandrasekera, Tilanka; Yoon, So-Yeon

2018-01-01

Research has shown that user characteristics such as preference for using an interface can result in effective use of the interface. Research has also suggested that there is a relationship between learner preference and creativity. This study uses the VARK learning styles inventory to assess students learning style then explores how this learning…

The Impact of English Interactive Online on the Students' Achievement in English Language in Jordan

ERIC Educational Resources Information Center

Mubaslat, Mania Moayad

2012-01-01

Over the last decade there has been an augmenting shift away from the conventional teaching and learning to modes where the Internet now plays a key role. E-learning is increasingly forming an integral part of course delivery and instruction, and is reshaping traditional learning worldwide. This paper outlines the shift from traditional learning…

Towards a Theory of Identity and Agency in Coming to Learn Mathematics

ERIC Educational Resources Information Center

Grootenboer, Peter; Jorgensen, Robyn

2009-01-01

In writing this paper we draw considerably on the work of Jo Boaler and Leone Burton. Boaler's studies of classrooms have been particularly poignant in alerting the mathematics education community to a number of key features of successful classrooms, and how such features can turn around the successes for students who traditionally perform poorly…

Peer Approach in Adolescent Reproductive Health Education: Some Lessons Learned.

ERIC Educational Resources Information Center

United Nations Educational, Scientific and Cultural Organization, Bangkok (Thailand). Principal Regional Office for Asia and the Pacific.

This package is one of a series of repackaged products aimed at alerting UNESCO users to a wealth of highly valuable educational resources that exist in the field of adolescent reproductive and sexual health. This document focuses on what research says is the impact of peer education in promoting necessary changes among adolescents in attitudes…

The Impact of Visual Memory Deficits on Academic Achievement in Children and Adolescents

ERIC Educational Resources Information Center

Larsen, Jessica Maria

2011-01-01

Memory assessment can often alert practitioners and educators to learning problems children may be experiencing. Results of a memory assessment may indicate that a child has a specific memory deficit in verbal memory, visual memory, or both. Deficits in visual or verbal modes of memory could potentially have adverse effects on academic…

What We Learned from a Tomato: Partnering with a Content Expert Plants New Ideas for Instruction

ERIC Educational Resources Information Center

Ermeling, Bradley A.

2014-01-01

The interactions described in this article represent an example of teachers expanding horizons of instructional plans as a direct result of outside expert contributions. After alerting teachers to oversimplified claims about the benefits of lycopene, the research fellow presented the team with a wider range of instructional options to consider…

Effects of Emotions on Learning in Adult, Career and Career-Technical Education. Trends and Issues Alert.

ERIC Educational Resources Information Center

Imel, Susan

Recent research conducted by neurologists and educators shows a strong link between emotion and reason. The role of emotion has been addressed in various ways in the fields of adult education and training, career education and development, and career and technical education (CTE). The term "emotional intelligence" (EI) is generally used…

Early Alert of Academically At-Risk Students: An Open Source Analytics Initiative

ERIC Educational Resources Information Center

Jayaprakash, Sandeep M.; Moody, Erik W.; Lauría, Eitel J. M.; Regan, James R.; Baron, Joshua D.

2014-01-01

The Open Academic Analytics Initiative (OAAI) is a collaborative, multi-year grant program aimed at researching issues related to the scaling up of learning analytics technologies and solutions across all of higher education. The paper describes the goals and objectives of the OAAI, depicts the process and challenges of collecting, organizing and…

Using Automated Scores of Student Essays to Support Teacher Guidance in Classroom Inquiry

ERIC Educational Resources Information Center

Gerard, Libby F.; Linn, Marcia C.

2016-01-01

Computer scoring of student written essays about an inquiry topic can be used to diagnose student progress both to alert teachers to struggling students and to generate automated guidance. We identify promising ways for teachers to add value to automated guidance to improve student learning. Three teachers from two schools and their 386 students…

Designing an Effective Prevention Program: Principles Underlying the Rand Smoking and Drug Prevention Experiment.

ERIC Educational Resources Information Center

Ellickson, Phyllis L.

This paper describes the Project ALERT program (Adolescent Learning Experiences in Resistance Training) which was established by the Rand Corporation to prevent smoking and drug use among seventh graders. The program is based on the social influence model of drug use initiation. Curriculum features are described including motivation to resist and…

Leadership for Social Change: Learning from the Perspectives of Latina/Chicana Activist Educators

ERIC Educational Resources Information Center

Venegas-García, Marcia

2013-01-01

Literature in leadership studies is devoid of knowledge about the unique ways that Latina/Chicana educators engage as leaders, activists, and agents for change. Women's studies, ethnic studies, and Chicana feminist studies alert us to the complex role that social context and the intersectionality of gender, ethnicity/race, and class play in the…

The Services Performed By American Colleges and Universities for Agriculture and Industry.

ERIC Educational Resources Information Center

Cowley, W. H.; Jacks, David

During the ninety-eight years since Abraham Lincoln signed the Land Grant College Act, American colleges and universities have prodigiously expanded and extended the activities begun even earlier by alert pioneers. No longer do they limit themselves to the polite learning of interest to the republic of letters. Their services for agriculture and…

Traffic Alert and Collision Avoidance System (TCAS): Cockpit Display of Traffic Information (CDTI) investigation. Phase 1: Feasibility study

NASA Technical Reports Server (NTRS)

Burgess, Malcolm; Davis, Dean; Hollister, Walter; Sorensen, John A.

1991-01-01

The possibility of the Threat Alert and Collision Avoidance System (TCAS) traffic sensor and display being used for meaningful Cockpit Display of Traffic Information (CDTI) applications has resulted in the Federal Aviation Administration initiating a project to establish the technical and operational requirements to realize this potential. Phase 1 of the project is presented here. Phase 1 was organized to define specific CDTI applications for the terminal area, to determine what has already been learned about CDTI technology relevant to these applications, and to define the engineering required to supply the remaining TCAS-CDTI technology for capacity benefit realization. The CDTI applications examined have been limited to those appropriate to the final approach and departure phases of flight.

Student Performances in Various Learning Protocols

ERIC Educational Resources Information Center

Gregorius, Roberto

2011-01-01

A comparison was made between students' overall performance, as measured by overall grade, in different teaching and learning protocols: (1) traditional textbook and lecture along with standard examinations; (2) lectures with online augmentation and PowerPoint lecture notes along with standard examinations; (3) similar to "(2)" but with…

Practice Makes Perfect: Using a Computer-Based Business Simulation in Entrepreneurship Education

ERIC Educational Resources Information Center

Armer, Gina R. M.

2011-01-01

This article explains the use of a specific computer-based simulation program as a successful experiential learning model and as a way to increase student motivation while augmenting conventional methods of business instruction. This model is based on established adult learning principles.

The Application of Augmented Reality in Online Education: A Review of Studies Published in Selected Journals from 2003 to 2012

ERIC Educational Resources Information Center

Tsai, Chia-Wen; Shen, Pei-Di; Fan, Ya-Ting

2014-01-01

In this paper, the authors reviewed the empirical augmented reality (AR) and online education studies, and those focused on designing or development of AR to help students learn, published in SSCI, SCI-EXPANDED, and A&HCI journals from 2003 to 2012. The authors in this study found that the number of AR and online education studies has…

Making Self-Help More Helpful: A Randomized Controlled Trial of the Impact of Augmenting Self-Help Materials with Implementation Intentions on Promoting the Effective Self-Management of Anxiety Symptoms

ERIC Educational Resources Information Center

Varley, Rachel; Webb, Thomas L.; Sheeran, Paschal

2011-01-01

Objective: The effectiveness of self-help materials may be constrained by failures to undertake recommended exercises or to deploy the techniques that one has learned at the critical moment. The present randomized controlled trial investigated whether augmenting self-help materials with if-then plans (or implementation intentions) could overcome…

Transfer Learning for Improved Audio-Based Human Activity Recognition.

PubMed

Ntalampiras, Stavros; Potamitis, Ilyas

2018-06-25

Human activities are accompanied by characteristic sound events, the processing of which might provide valuable information for automated human activity recognition. This paper presents a novel approach addressing the case where one or more human activities are associated with limited audio data, resulting in a potentially highly imbalanced dataset. Data augmentation is based on transfer learning; more specifically, the proposed method: (a) identifies the classes which are statistically close to the ones associated with limited data; (b) learns a multiple input, multiple output transformation; and (c) transforms the data of the closest classes so that it can be used for modeling the ones associated with limited data. Furthermore, the proposed framework includes a feature set extracted out of signal representations of diverse domains, i.e., temporal, spectral, and wavelet. Extensive experiments demonstrate the relevance of the proposed data augmentation approach under a variety of generative recognition schemes.

Affordances of Augmented Reality in Science Learning: Suggestions for Future Research

NASA Astrophysics Data System (ADS)

Cheng, Kun-Hung; Tsai, Chin-Chung

2013-08-01

Augmented reality (AR) is currently considered as having potential for pedagogical applications. However, in science education, research regarding AR-aided learning is in its infancy. To understand how AR could help science learning, this review paper firstly has identified two major approaches of utilizing AR technology in science education, which are named as image- based AR and location- based AR. These approaches may result in different affordances for science learning. It is then found that students' spatial ability, practical skills, and conceptual understanding are often afforded by image-based AR and location-based AR usually supports inquiry-based scientific activities. After examining what has been done in science learning with AR supports, several suggestions for future research are proposed. For example, more research is required to explore learning experience (e.g., motivation or cognitive load) and learner characteristics (e.g., spatial ability or perceived presence) involved in AR. Mixed methods of investigating learning process (e.g., a content analysis and a sequential analysis) and in-depth examination of user experience beyond usability (e.g., affective variables of esthetic pleasure or emotional fulfillment) should be considered. Combining image-based and location-based AR technology may bring new possibility for supporting science learning. Theories including mental models, spatial cognition, situated cognition, and social constructivist learning are suggested for the profitable uses of future AR research in science education.

Helios: a tangible and augmented environment to learn optical phenomena in astronomy

NASA Astrophysics Data System (ADS)

Fleck, Stéphanie; Hachet, Martin

2015-10-01

France is among the few countries that have integrated astronomy in primary school levels. However, for fifteen years, a lot of studies have shown that children have difficulties in understanding elementary astronomic phenomena such as day/night alternation, seasons or moon phases' evolution. To understand these phenomena, learners have to mentally construct 3D perceptions of aster motions and to understand how light propagates from an allocentric point of view. Therefore, 4-5 grades children (8 to 11 years old), who are developing their spatial cognition, have many difficulties to assimilate geometric optical problems that are linked to astronomy. To make astronomical learning more efficient for young pupils, we have designed an Augmented Inquiry-Based Learning Environment (AIBLE): HELIOS. Because manipulations in astronomy are intrinsically not possible, we propose to manipulate the underlying model. With HELIOS, virtual replicas of the Sun, Moon and Earth are directly manipulated from tangible manipulations. This digital support combines the possibilities of Augmented Reality (AR) while maintaining intuitive interactions following the principles of didactic of sciences. Light properties are taken into account and shadows of Earth and Moon are directly produced by an omnidirectional light source associated to the virtual Sun. This AR environment provides users with experiences they would otherwise not be able to experiment in the physical world. Our main goal is that students can take active control of their learning, express and support their ideas, make predictions and hypotheses, and test them by conducting investigations.

More Feedback Is Better than Less: Learning a Novel Upper Limb Joint Coordination Pattern with Augmented Auditory Feedback

PubMed Central

Fujii, Shinya; Lulic, Tea; Chen, Joyce L.

2016-01-01

Motor learning is a process whereby the acquisition of new skills occurs with practice, and can be influenced by the provision of feedback. An important question is what frequency of feedback facilitates motor learning. The guidance hypothesis assumes that the provision of less augmented feedback is better than more because a learner can use his/her own inherent feedback. However, it is unclear whether this hypothesis holds true for all types of augmented feedback, including for example sonified information about performance. Thus, we aimed to test what frequency of augmented sonified feedback facilitates the motor learning of a novel joint coordination pattern. Twenty healthy volunteers first reached to a target with their arm (baseline phase). We manipulated this baseline kinematic data for each individual to create a novel target joint coordination pattern. Participants then practiced to learn the novel target joint coordination pattern, receiving either feedback on every trial i.e., 100% feedback (n = 10), or every other trial, i.e., 50% feedback (n = 10; acquisition phase). We created a sonification system to provide the feedback. This feedback was a pure tone that varied in intensity in proportion to the error of the performed joint coordination relative to the target pattern. Thus, the auditory feedback contained information about performance in real-time (i.e., “concurrent, knowledge of performance feedback”). Participants performed the novel joint coordination pattern with no-feedback immediately after the acquisition phase (immediate retention phase), and on the next day (delayed retention phase). The root-mean squared error (RMSE) and variable error (VE) of joint coordination were significantly reduced during the acquisition phase in both 100 and 50% feedback groups. There was no significant difference in VE between the groups at immediate and delayed retention phases. However, at both these retention phases, the 100% feedback group showed significantly smaller RMSE than the 50% group. Thus, contrary to the guidance hypothesis, our findings suggest that the provision of more, concurrent knowledge of performance auditory feedback during the acquisition of a novel joint coordination pattern, may result in better skill retention. PMID:27375414

Feel, imagine and learn! - Haptic augmented simulation and embodied instruction in physics learning

NASA Astrophysics Data System (ADS)

Han, In Sook

The purpose of this study was to investigate the potentials and effects of an embodied instructional model in abstract concept learning. This embodied instructional process included haptic augmented educational simulation as an instructional tool to provide perceptual experiences as well as further instruction to activate those previous experiences with perceptual simulation. In order to verify the effectiveness of this instructional model, haptic augmented simulation with three different haptic levels (force and kinesthetic, kinesthetic, and non-haptic) and instructional materials (narrative and expository) were developed and their effectiveness tested. 220 fifth grade students were recruited to participate in the study from three elementary schools located in lower SES neighborhoods in Bronx, New York. The study was conducted for three consecutive weeks in regular class periods. The data was analyzed using ANCOVA, ANOVA, and MANOVA. The result indicates that haptic augmented simulations, both the force and kinesthetic and the kinesthetic simulations, was more effective than the non-haptic simulation in providing perceptual experiences and helping elementary students to create multimodal representations about machines' movements. However, in most cases, force feedback was needed to construct a fully loaded multimodal representation that could be activated when the instruction with less sensory modalities was being given. In addition, the force and kinesthetic simulation was effective in providing cognitive grounding to comprehend a new learning content based on the multimodal representation created with enhanced force feedback. Regarding the instruction type, it was found that the narrative and the expository instructions did not make any difference in activating previous perceptual experiences. These findings suggest that it is important to help students to make a solid cognitive ground with perceptual anchor. Also, sequential abstraction process would deepen students' understanding by providing an opportunity to practice their mental simulation by removing sensory modalities used one by one and to gradually reach abstract level of understanding where students can imagine the machine's movements and working mechanisms with only abstract language without any perceptual supports.

Using a collaborative Mobile Augmented Reality learning application (CoMARLA) to improve Improve Student Learning

NASA Astrophysics Data System (ADS)

Hanafi, Hafizul Fahri bin; Soh Said, Che; Hanee Ariffin, Asma; Azlan Zainuddin, Nur; Samsuddin, Khairulanuar

2016-11-01

This study was carried out to improve student learning in ICT course using a collaborative mobile augmented reality learning application (CoMARLA). This learning application was developed based on the constructivist framework that would engender collaborative learning environment, in which students could learn collaboratively using their mobile phones. The research design was based on the pretest posttest control group design. The dependent variable was students’ learning performance after learning, and the independent variables were learning method and gender. Students’ learning performance before learning was treated as the covariate. The sample of the study comprised 120 non-IT (non-technical) undergraduates, with the mean age of 19.5. They were randomized into two groups, namely the experimental and control group. The experimental group used CoMARLA to learn one of the topics of the ICT Literacy course, namely Computer System; whereas the control group learned using the conventional approach. The research instrument used was a set of multiple-choice questions pertaining to the above topic. Pretesting was carried out before the learning sessions, and posttesting was performed after 6 hours of learning. Using the SPSS, Analysis of Covariance (ANCOVA) was performed on the data. The analysis showed that there were main effects attributed to the learning method and gender. The experimental group outperformed the control group by almost 9%, and male students outstripped their opposite counterparts by as much as 3%. Furthermore, an interaction effect was also observed showing differential performances of male students based on the learning methods, which did not occur among female students. Hence, the tool can be used to help undergraduates learn with greater efficacy when contextualized in an appropriate setting.

The Impact of Simulation-Based Learning Experience on Critical Thinking Acquisition

ERIC Educational Resources Information Center

Rome, Candice

2012-01-01

The purpose of this comparative experimental project was to compare the impact of simulation-based learning experiences to traditional clinical rotations on critical thinking acquisition of associate nursing students within a maternal-child course. Innovative pedagogies have been integrated in nursing programs to augment inadequate clinical…

Negative Reinforcement Impairs Overnight Memory Consolidation

ERIC Educational Resources Information Center

Stamm, Andrew W.; Nguyen, Nam D.; Seicol, Benjamin J.; Fagan, Abigail; Oh, Angela; Drumm, Michael; Lundt, Maureen; Stickgold, Robert; Wamsley, Erin J.

2014-01-01

Post-learning sleep is beneficial for human memory. However, it may be that not all memories benefit equally from sleep. Here, we manipulated a spatial learning task using monetary reward and performance feedback, asking whether enhancing the salience of the task would augment overnight memory consolidation and alter its incorporation into…

Statistical Learning in Specific Language Impairment: A Meta-Analysis

ERIC Educational Resources Information Center

Lammertink, Imme; Boersma, Paul; Wijnen, Frank; Rispens, Judith

2017-01-01

Purpose: The current meta-analysis provides a quantitative overview of published and unpublished studies on statistical learning in the auditory verbal domain in people with and without specific language impairment (SLI). The database used for the meta-analysis is accessible online and open to updates (Community-Augmented Meta-Analysis), which…

How Augmented Reality Enables Conceptual Understanding of Challenging Science Content

ERIC Educational Resources Information Center

Yoon, Susan; Anderson, Emma; Lin, Joyce; Elinich, Karen

2017-01-01

Research on learning about science has revealed that students often hold robust misconceptions about a number of scientific ideas. Digital simulation and dynamic visualization tools have helped to ameliorate these learning challenges by providing scaffolding to understand various aspects of the phenomenon. In this study we hypothesize that…

The Future of Learning and Training in Augmented Reality

ERIC Educational Resources Information Center

Lee, Kangdon

2012-01-01

Students acquire knowledge and skills through different modes of instruction that include classroom lectures with textbooks, computers, and the like. The availability and choice of learning innovation depends on the individual's access to technologies and on the infrastructure environment of the surrounding community. In this rapidly changing…

Augmented Reality as a Visual and Spatial Learning Tool in Technology Education

ERIC Educational Resources Information Center

Thornton, Timothy; Ernst, Jeremy V.; Clark, Aaron C.

2012-01-01

Improvement in instructional practices through dynamic means of delivery remains a central consideration to technology educators. To help accomplish this, one must constantly utilize contemporary and cutting-edge technological applications in attempts to provide a more beneficial learning experience for students. These technologies must…

New or Novice Teacher Integration of Mobile Learning Instruction

ERIC Educational Resources Information Center

Beisel, Carolyn Anne

2017-01-01

The substitution, augmentation, modification, and redefinition (SAMR) model is designed to help teachers integrate technology in the classroom. In a district with 1:1 mobile technology, teachers expressed frustration and inconsistency about the use the SAMR model for effective teaching and learning. In this project study, the SAMR model…

Does Learning Behavior Augment Cognitive Ability as an Indicator of Academic Achievement?

ERIC Educational Resources Information Center

Yen, Cherng-Jyh; Konold, Timothy R.; McDermott, Paul A.

2004-01-01

Measures of cognitive ability have a rich history of accounting for meaningful levels of achievement variance. In contrast to other student characteristics, however, they are somewhat limited in terms of their intervention relevance and treatment validity. Alternatively, children's observable learning behaviors are believed to enhance both…

Augmented Reality Game-Based Learning: Enriching Students' Experience during Reading Comprehension Activities

ERIC Educational Resources Information Center

Tobar-Muñoz, Hendrys; Baldiris, Silvia; Fabregat, Ramon

2017-01-01

Program for International Student Assessment results indicate that while reading comprehension needs to be promoted, teachers are struggling to find ways to motivate students to do reading comprehension activities and although technology-enhanced learning approaches are entering the classroom, researchers are still experimenting with them to…

Adult Learning, Education, and the Environment

ERIC Educational Resources Information Center

Clover, Darlene E.; Hill, Robert

2013-01-01

The environment is now a common theme in adult education. However, conversations that swirled around the United Nations Conference on Sustainable Development (Rio+20) in June 2012 suggested major environmental challenges persist, demanding that education, learning, advocacy and activism be augmented to ensure the survival of the planet. In adult…

Learning with Technology: Using Discussion Forums to Augment a Traditional-Style Class

ERIC Educational Resources Information Center

Shana, Zuhrieh

2009-01-01

There is considerable evidence that using technology as an instructional tool improves student learning and educational outcomes (Hanna & de Nooy, 2003). In developing countries, pre-university education focuses on memorization, although meting the mission of AUST requires students to manage technology and to think more independently. This…

Augmented reality for biomedical wellness sensor systems

NASA Astrophysics Data System (ADS)

Jenkins, Jeffrey; Szu, Harold

2013-05-01

Due to the commercial move and gaming industries, Augmented Reality (AR) technology has matured. By definition of AR, both artificial and real humans can be simultaneously present and realistically interact among one another. With the help of physics and physiology, we can build in the AR tool together with real human day-night webcam inputs through a simple interaction of heat transfer -getting hot, action and reaction -walking or falling, as well as the physiology -sweating due to activity. Knowing the person age, weight and 3D coordinates of joints in the body, we deduce the force, the torque, and the energy expenditure during real human movements and apply to an AR human model. We wish to support the physics-physiology AR version, PPAR, as a BMW surveillance tool for senior home alone (SHA). The functionality is to record senior walking and hand movements inside a home environment. Besides the fringe benefit of enabling more visits from grand children through AR video games, the PP-AR surveillance tool may serve as a means to screen patients in the home for potential falls at points around in house. Moreover, we anticipate PP-AR may help analyze the behavior history of SHA, e.g. enhancing the Smartphone SHA Ubiquitous Care Program, by discovering early symptoms of candidate Alzheimer-like midnight excursions, or Parkinson-like trembling motion for when performing challenging muscular joint movements. Using a set of coordinates corresponding to a set of 3D positions representing human joint locations, we compute the Kinetic Energy (KE) generated by each body segment over time. The Work is then calculated, and converted into calories. Using common graphics rendering pipelines, one could invoke AR technology to provide more information about patients to caretakers. Alerts to caretakers can be prompted by a patient's departure from their personal baseline, and the patient's time ordered joint information can be loaded to a graphics viewer allowing for high-definition digital reconstruction. Then an entire scene can be viewed from any position in virtual space, and AR can display certain measurements values which either constituted an alert, or otherwise indicate signs of the transition from wellness to illness.

Give spontaneity and self-discovery a chance in ASD: spontaneous peripheral limb variability as a proxy to evoke centrally driven intentional acts

PubMed Central

Torres, Elizabeth B.; Yanovich, Polina; Metaxas, Dimitris N.

2013-01-01

Autism can be conceived as an adaptive biological response to an early unexpected developmental change. Under such conceptualization one could think of emerging biological compensatory mechanisms with unique manifestations in each individual. Within a large group of affected people this would result in a highly heterogeneous spectral disorder where it would be difficult to tap into the hidden potentials of any given individual. A pressing question is how to treat the disorder while harnessing the capabilities and predispositions that the individual has already developed. It would indeed be ideal to use such strengths to accelerate the learning of self-sufficiency and independence, important as the person transitions into adulthood. In this report, we introduce a new concept for therapeutic interventions and basic research in autism. We use visuo-spatial and auditory stimuli to help augment the physical reality of the child and sensory-substitute corrupted kinesthetic information quantified in his/her movement patterns to help the person develop volitional control over the hand motions. We develop a co-adaptive child-computer interface that closes the sensory-motor feedback loops by alerting the child of a cause-effect relationship between the statistics of his/her real-time hand movement patterns and those of external media states. By co-adapting the statistics of the media states and those of the child's real-time hand movements, we found that without any food/token reward the children naturally remained engaged in the task. Even in the absence of practice, the learning gains were retained, transferred and improved 2–4 weeks later. This new concept demonstrates that individuals with autism do have spontaneous sensory-motor adaptive capabilities. When led to their self-discovery, these patterns of spontaneous behavioral variability (SBV) morph into more predictive and reliable intentional actions. These can unlock and enhance exploratory behavior and autonomy in the individual with autism spectrum disorders (ASD). PMID:23898243

Studying the potential impact of automated document classification on scheduling a systematic review update.

PubMed

Cohen, Aaron M; Ambert, Kyle; McDonagh, Marian

2012-04-19

Systematic Reviews (SRs) are an essential part of evidence-based medicine, providing support for clinical practice and policy on a wide range of medical topics. However, producing SRs is resource-intensive, and progress in the research they review leads to SRs becoming outdated, requiring updates. Although the question of how and when to update SRs has been studied, the best method for determining when to update is still unclear, necessitating further research. In this work we study the potential impact of a machine learning-based automated system for providing alerts when new publications become available within an SR topic. Some of these new publications are especially important, as they report findings that are more likely to initiate a review update. To this end, we have designed a classification algorithm to identify articles that are likely to be included in an SR update, along with an annotation scheme designed to identify the most important publications in a topic area. Using an SR database containing over 70,000 articles, we annotated articles from 9 topics that had received an update during the study period. The algorithm was then evaluated in terms of the overall correct and incorrect alert rate for publications meeting the topic inclusion criteria, as well as in terms of its ability to identify important, update-motivating publications in a topic area. Our initial approach, based on our previous work in topic-specific SR publication classification, identifies over 70% of the most important new publications, while maintaining a low overall alert rate. We performed an initial analysis of the opportunities and challenges in aiding the SR update planning process with an informatics-based machine learning approach. Alerts could be a useful tool in the planning, scheduling, and allocation of resources for SR updates, providing an improvement in timeliness and coverage for the large number of medical topics needing SRs. While the performance of this initial method is not perfect, it could be a useful supplement to current approaches to scheduling an SR update. Approaches specifically targeting the types of important publications identified by this work are likely to improve results.

Studying the potential impact of automated document classification on scheduling a systematic review update

PubMed Central

2012-01-01

Background Systematic Reviews (SRs) are an essential part of evidence-based medicine, providing support for clinical practice and policy on a wide range of medical topics. However, producing SRs is resource-intensive, and progress in the research they review leads to SRs becoming outdated, requiring updates. Although the question of how and when to update SRs has been studied, the best method for determining when to update is still unclear, necessitating further research. Methods In this work we study the potential impact of a machine learning-based automated system for providing alerts when new publications become available within an SR topic. Some of these new publications are especially important, as they report findings that are more likely to initiate a review update. To this end, we have designed a classification algorithm to identify articles that are likely to be included in an SR update, along with an annotation scheme designed to identify the most important publications in a topic area. Using an SR database containing over 70,000 articles, we annotated articles from 9 topics that had received an update during the study period. The algorithm was then evaluated in terms of the overall correct and incorrect alert rate for publications meeting the topic inclusion criteria, as well as in terms of its ability to identify important, update-motivating publications in a topic area. Results Our initial approach, based on our previous work in topic-specific SR publication classification, identifies over 70% of the most important new publications, while maintaining a low overall alert rate. Conclusions We performed an initial analysis of the opportunities and challenges in aiding the SR update planning process with an informatics-based machine learning approach. Alerts could be a useful tool in the planning, scheduling, and allocation of resources for SR updates, providing an improvement in timeliness and coverage for the large number of medical topics needing SRs. While the performance of this initial method is not perfect, it could be a useful supplement to current approaches to scheduling an SR update. Approaches specifically targeting the types of important publications identified by this work are likely to improve results. PMID:22515596

Use of Case-Based or Hands-On Laboratory Exercises with Physiology Lectures Improves Knowledge Retention, but Veterinary Medicine Students Prefer Case-Based Activities

ERIC Educational Resources Information Center

McFee, Renee M.; Cupp, Andrea S.; Wood, Jennifer R.

2018-01-01

Didactic lectures are prevalent in physiology courses within veterinary medicine programs, but more active learning methods have also been utilized. Our goal was to identify the most appropriate learning method to augment the lecture component of our physiology course. We hypothesized that case-based learning would be well received by students and…

Alert dwell time: introduction of a measure to evaluate interruptive clinical decision support alerts

PubMed Central

McDaniel, Robert B; Burlison, Jonathan D; Baker, Donald K; Hasan, Murad; Robertson, Jennifer; Hartford, Christine; Howard, Scott C; Sablauer, Andras

2016-01-01

Metrics for evaluating interruptive prescribing alerts have many limitations. Additional methods are needed to identify opportunities to improve alerting systems and prevent alert fatigue. In this study, the authors determined whether alert dwell time—the time elapsed from when an interruptive alert is generated to when it is dismissed—could be calculated by using historical alert data from log files. Drug–drug interaction (DDI) alerts from 3 years of electronic health record data were queried. Alert dwell time was calculated for 25,965 alerts, including 777 unique DDIs. The median alert dwell time was 8 s (range, 1–4913 s). Resident physicians had longer median alert dwell times than other prescribers (P < .001). The 10 most frequent DDI alerts (n = 8759 alerts) had shorter median dwell times than alerts that only occurred once (P < .001). This metric can be used in future research to evaluate the effectiveness and efficiency of interruptive prescribing alerts. PMID:26499101

Remote Patient Management in Automated Peritoneal Dialysis: A Promising New Tool.

PubMed

Drepper, Valérie Jotterand; Martin, Pierre-Yves; Chopard, Catherine Stoermann; Sloand, James A

2018-01-01

Remote patient management (RPM) has the potential to help clinicians detect early issues, allowing intervention prior to development of more significant problems. A 23-year-old end-stage kidney disease patient required urgent start of renal replacement therapy. A newly available automated peritoneal dialysis (APD) RPM system with cloud-based connectivity was implemented in her care. Pre-defined RPM threshold parameters were set to identify clinically relevant issues. Red flag dashboard alerts heralded prolonged drain times leading to clinical evaluation with subsequent diagnosis of and surgical repositioning for catheter displacement, although it took several days for newly-RPM-exposed staff to recognize this issue. Post-PD catheter repositioning, drain times were again normal as indicated by disappearance of flag alerts and unremarkable cycle volume profiles. Identification of < 90% adherence to prescribed PD therapy was then documented with the RPM system, alerting the clinical staff to address this important issue given its association with significant negative clinical outcomes. Healthcare providers face a "learning curve" to effect optimal utilization of the RPM tool. Larger scale observational studies will determine the impact of RPM on APD technique survival and resource utilization. Copyright © 2018 International Society for Peritoneal Dialysis.

The effectiveness of virtual and augmented reality in health sciences and medical anatomy.

PubMed

Moro, Christian; Štromberga, Zane; Raikos, Athanasios; Stirling, Allan

2017-11-01

Although cadavers constitute the gold standard for teaching anatomy to medical and health science students, there are substantial financial, ethical, and supervisory constraints on their use. In addition, although anatomy remains one of the fundamental areas of medical education, universities have decreased the hours allocated to teaching gross anatomy in favor of applied clinical work. The release of virtual (VR) and augmented reality (AR) devices allows learning to occur through hands-on immersive experiences. The aim of this research was to assess whether learning structural anatomy utilizing VR or AR is as effective as tablet-based (TB) applications, and whether these modes allowed enhanced student learning, engagement and performance. Participants (n = 59) were randomly allocated to one of the three learning modes: VR, AR, or TB and completed a lesson on skull anatomy, after which they completed an anatomical knowledge assessment. Student perceptions of each learning mode and any adverse effects experienced were recorded. No significant differences were found between mean assessment scores in VR, AR, or TB. During the lessons however, VR participants were more likely to exhibit adverse effects such as headaches (25% in VR P < 0.05), dizziness (40% in VR, P < 0.001), or blurred vision (35% in VR, P < 0.01). Both VR and AR are as valuable for teaching anatomy as tablet devices, but also promote intrinsic benefits such as increased learner immersion and engagement. These outcomes show great promise for the effective use of virtual and augmented reality as means to supplement lesson content in anatomical education. Anat Sci Educ 10: 549-559. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

Reduced Effectiveness of Interruptive Drug-Drug Interaction Alerts after Conversion to a Commercial Electronic Health Record.

PubMed

Wright, Adam; Aaron, Skye; Seger, Diane L; Samal, Lipika; Schiff, Gordon D; Bates, David W

2018-05-15

Drug-drug interaction (DDI) alerts in electronic health records (EHRs) can help prevent adverse drug events, but such alerts are frequently overridden, raising concerns about their clinical usefulness and contribution to alert fatigue. To study the effect of conversion to a commercial EHR on DDI alert and acceptance rates. Two before-and-after studies. 3277 clinicians who received a DDI alert in the outpatient setting. Introduction of a new, commercial EHR and subsequent adjustment of DDI alerting criteria. Alert burden and proportion of alerts accepted. Overall interruptive DDI alert burden increased by a factor of 6 from the legacy EHR to the commercial EHR. The acceptance rate for the most severe alerts fell from 100 to 8.4%, and from 29.3 to 7.5% for medium severity alerts (P < 0.001). After disabling the least severe alerts, total DDI alert burden fell by 50.5%, and acceptance of Tier 1 alerts rose from 9.1 to 12.7% (P < 0.01). Changing from a highly tailored DDI alerting system to a more general one as part of an EHR conversion decreased acceptance of DDI alerts and increased alert burden on users. The decrease in acceptance rates cannot be fully explained by differences in the clinical knowledge base, nor can it be fully explained by alert fatigue associated with increased alert burden. Instead, workflow factors probably predominate, including timing of alerts in the prescribing process, lack of differentiation of more and less severe alerts, and features of how users interact with alerts.

Mental Health, Well-Being, and Learning: Supporting Our Students in Times of Need

ERIC Educational Resources Information Center

Schwitzer, Alan M.; Vaughn, John A.

2017-01-01

Everybody on campus is responsible for recognizing and responding to students in crisis. Sometimes the difficulty is knowing when to intervene. Being alert to students' mental health and wellness needs is an essential part of work life on today's campuses--even when it means stepping out of one's own narrow professional roles or risking leaving…

AMDIS Case Conference

PubMed Central

Graham, J.; Levick, D.; Schreiber, R.

2010-01-01

Clinical decision support that provides enhanced patient safety at the point of care frequently encounters significant pushback from clinicians who find the process intrusive or time-consuming. We present a hypothetical medical center’s dilemma about its allergy alerting system and discuss similar problems faced by real hospitals. We then share some lessons learned and best practices for institutions who wish to implement these tools themselves. PMID:23616828

Everything You Always Wanted to Know about Using Humor in Education but Were Afraid to Laugh.

ERIC Educational Resources Information Center

Kelly, William E.

The importance of laughter and humor to enhance education, and special education in particular, is addressed. A sense of humor is an attitude, and humor together with enthusiasm helps students enjoy the learning process. Humor can make students become more alert, and can have very positive influences on affect. A funny remark, a pleasant…

Crew Factors in Flight Operations X: Alertness Management in Flight Operations

NASA Technical Reports Server (NTRS)

Rosekind, Mark R.; Gander, Philippa H.; Connell, Linda J.; Co, Elizabeth L.

1999-01-01

In response to a 1980 congressional request, NASA Ames Research Center initiated a Fatigue/Jet Lag Program to examine fatigue, sleep loss, and circadian disruption in aviation. Research has examined fatigue in a variety of flight environments using a range of measures (from self-report to performance to physiological). In 1991, the program evolved into the Fatigue Countermeasures Program, emphasizing the development and evaluation of strategies to maintain alertness and performance in operational settings. Over the years, the Federal Aviation Administration (FAA) has become a collaborative partner in support of fatigue research and other Program activities. From the inception of the Program, a principal goal was to return the information learned from research and other Program activities to the operational community. The objectives of this Education and Training Module are to explain what has been learned about the physiological mechanisms that underlie fatigue, demonstrate the application of this information in flight operations, and offer some specific fatigue counter-measure recommendations. It is intended for all segments of the aeronautics industry, including pilots, flight attendants, managers, schedulers, safety and policy personnel, maintenance crews, and others involved in an operational environment that challenges human physiological capabilities because of fatigue, sleep loss, and circadian disruption.

Crew Factors in Flight Operations X: Alertness Management in Flight Operations

NASA Technical Reports Server (NTRS)

Rosekind, Mark R.; Gander, Philippa H.; Connell, Linda J.; Co, Elizabeth L.

2001-01-01

In response to a 1980 congressional request, NASA Ames Research Center initiated a Fatigue/Jet Lag Program to examine fatigue, sleep loss, and circadian disruption in aviation. Research has examined fatigue in a variety of flight environments using a range of measures (from self-report to performance to physiological). In 1991, the program evolved into the Fatigue Countermeasures Program, emphasizing the development and evaluation of strategies to maintain alertness and performance in operational settings. Over the years, the Federal Aviation Administration (FAA) has become a collaborative partner in support of fatigue research and other Program activities. From the inception of the Program, a principal goal was to return the information learned from research and other Program activities to the operational community. The objectives of this Education and Training Module are to explain what has been learned about the physiological mechanisms that underlie fatigue, demonstrate the application of this information in flight operations, and offer some specific fatigue countermeasure recommendations. It is intended for all segments of the aeronautics industry, including pilots, flight attendants, managers, schedulers, safety and policy personnel, maintenance crews, and others involved in an operational environment that challenges human physiological capabilities because of fatigue, sleep loss, and circadian disruption.

Towards Deep Learning from Twitter for Improved Tsunami Alerts and Advisories

NASA Astrophysics Data System (ADS)

Lumb, L. I.; Freemantle, J. R.

2017-12-01

Data from social-networking services increasingly complements that from traditional sources in scenarios that seek to 'cultivate' situational awareness. As false-positive alerts and retracted advisories appear to suggest, establishing a causal connection between earthquakes and tsunamis remains an extant challenge that could prove life-critical. Because posts regarding such natural disasters typically 'trend' in real time via social media, we extract tweets in an effort to elucidate this cause-effect relationship from a very different perspective. To extract content of potential geophysical value from a multiplicity of 140-character tweets streamed in real time, we apply Natural Language Processing (NLP) to the unstructured data and metadata available via Twitter. In Deep Learning from Twitter, words such as "earthquake" are represented as vectors embedded in a corpora of tweets, whose proximity to words such as "tsunami" can be subsequently quantified. Furthermore, when use is made of pre-trained word vectors available for various reference corpora, geophysically credible tweets are rendered distinguishable by quantifying similarities through use of a word-vector dot product. Finally, word-vector analogies are shown to be promising in terms of deconstructing the earthquake-tsunami relationship in terms of the cumulative effect of multiple, contributing factors (see figure). Because diction is anticipated to differ in tweets that follow a tsunami-producing earthquake, our emphasis here is on the re-analysis of actual event data extracted from Twitter that quantifies word sense relative to earthquake-only events. If proven viable, our approach could complement those measures already in place to deliver real-time alerts and advisories following tsunami-causing earthquakes. With climate change accelerating the frequency of glacial calving, and in so doing providing an alternate, potential source for tsunamis, our approach is anticipated to be of value in broader contexts.

INITIATE: An Intelligent Adaptive Alert Environment.

PubMed

Jafarpour, Borna; Abidi, Samina Raza; Ahmad, Ahmad Marwan; Abidi, Syed Sibte Raza

2015-01-01

Exposure to a large volume of alerts generated by medical Alert Generating Systems (AGS) such as drug-drug interaction softwares or clinical decision support systems over-whelms users and causes alert fatigue in them. Some of alert fatigue effects are ignoring crucial alerts and longer response times. A common approach to avoid alert fatigue is to devise mechanisms in AGS to stop them from generating alerts that are deemed irrelevant. In this paper, we present a novel framework called INITIATE: an INtellIgent adapTIve AlerT Environment to avoid alert fatigue by managing alerts generated by one or more AGS. We have identified and categories the lifecycle of different alerts and have developed alert management logic as per the alerts' lifecycle. Our framework incorporates an ontology that represents the alert management strategy and an alert management engine that executes this strategy. Our alert management framework offers the following features: (1) Adaptability based on users' feedback; (2) Personalization and aggregation of messages; and (3) Connection to Electronic Medical Records by implementing a HL7 Clinical Document Architecture parser.

Randomized control trial of computer-based training targeting alertness in older adults: the ALERT trial protocol.

PubMed

VanVleet, Thomas; Voss, Michelle; Dabit, Sawsan; Mitko, Alex; DeGutis, Joseph

2018-05-03

Healthy aging is associated with a decline in multiple functional domains including perception, attention, short and long-term memory, reasoning, decision-making, as well as cognitive and motor control functions; all of which are significantly modulated by an individual's level of alertness. The control of alertness also significantly declines with age and contributes to increased lapses of attention in everyday life, ranging from minor memory slips to a lack of vigilance and increased risk of falls or motor-vehicle accidents. Several experimental behavioral therapies designed to remediate age-related cognitive decline have been developed, but differ widely in content, method and dose. Preliminary studies demonstrate that Tonic and Phasic Alertness Training (TAPAT) can improve executive functions in older adults and may be a useful adjunct treatment to enhance benefits gained in other clinically validated treatments. The purpose of the current trial (referred to as the Attention training for Learning Enhancement and Resilience Trial or ALERT) is to compare TAPAT to an active control training condition, include a larger sample of patients, and assess both cognitive and functional outcomes. We will employ a multi-site, longitudinal, blinded randomized controlled trial (RCT) design with a target sample of 120 patients with age-related cognitive decline. Patients will be asked to complete 36 training sessions remotely (30 min/day, 5 days a week, over 3 months) of either the experimental TAPAT training program or an active control computer games condition. Patients will be assessed on a battery of cognitive and functional outcomes at four time points, including: a) immediately before training, b) halfway through training, c) within forty-eight hours post completion of total training, and d) after a three-month no-contact period post completion of total training, to assess the longevity of potential training effects. The strengths of this protocol are that it tests an innovative, in-home administered treatment that targets a fundamental deficit in adults with age-related cognitive decline; employs highly sensitive computer-based assessments of cognition as well as functional abilities, and incorporates a large sample size in an RCT design. ClinicalTrials.gov identifier: NCT02416401.

Slow oscillating transcranial direct current stimulation during non-rapid eye movement sleep improves behavioral inhibition in attention-deficit/hyperactivity disorder

PubMed Central

Munz, Manuel T.; Prehn-Kristensen, Alexander; Thielking, Frederieke; Mölle, Matthias; Göder, Robert; Baving, Lioba

2015-01-01

Background: Behavioral inhibition, which is a later-developing executive function (EF) and anatomically located in prefrontal areas, is impaired in attention-deficit and hyperactivity disorder (ADHD). While optimal EFs have been shown to depend on efficient sleep in healthy subjects, the impact of sleep problems, frequently reported in ADHD, remains elusive. Findings of macroscopic sleep changes in ADHD are inconsistent, but there is emerging evidence for distinct microscopic changes with a focus on prefrontal cortical regions and non-rapid eye movement (non-REM) slow-wave sleep. Recently, slow oscillations (SO) during non-REM sleep were found to be less functional and, as such, may be involved in sleep-dependent memory impairments in ADHD. Objective:By augmenting slow-wave power through bilateral, slow oscillating transcranial direct current stimulation (so-tDCS, frequency = 0.75 Hz) during non-REM sleep, we aimed to improve daytime behavioral inhibition in children with ADHD. Methods: Fourteen boys (10–14 years) diagnosed with ADHD were included. In a randomized, double-blind, cross-over design, patients received so-tDCS either in the first or in the second experimental sleep night. Inhibition control was assessed with a visuomotor go/no-go task. Intrinsic alertness was assessed with a simple stimulus response task. To control for visuomotor performance, motor memory was assessed with a finger sequence tapping task. Results: SO-power was enhanced during early non-REM sleep, accompanied by slowed reaction times and decreased standard deviations of reaction times, in the go/no-go task after so-tDCS. In contrast, intrinsic alertness, and motor memory performance were not improved by so-tDCS. Conclusion: Since behavioral inhibition but not intrinsic alertness or motor memory was improved by so-tDCS, our results suggest that lateral prefrontal slow oscillations during sleep might play a specific role for executive functioning in ADHD. PMID:26321911

Slow oscillating transcranial direct current stimulation during non-rapid eye movement sleep improves behavioral inhibition in attention-deficit/hyperactivity disorder.

PubMed

Munz, Manuel T; Prehn-Kristensen, Alexander; Thielking, Frederieke; Mölle, Matthias; Göder, Robert; Baving, Lioba

2015-01-01

Behavioral inhibition, which is a later-developing executive function (EF) and anatomically located in prefrontal areas, is impaired in attention-deficit and hyperactivity disorder (ADHD). While optimal EFs have been shown to depend on efficient sleep in healthy subjects, the impact of sleep problems, frequently reported in ADHD, remains elusive. Findings of macroscopic sleep changes in ADHD are inconsistent, but there is emerging evidence for distinct microscopic changes with a focus on prefrontal cortical regions and non-rapid eye movement (non-REM) slow-wave sleep. Recently, slow oscillations (SO) during non-REM sleep were found to be less functional and, as such, may be involved in sleep-dependent memory impairments in ADHD. By augmenting slow-wave power through bilateral, slow oscillating transcranial direct current stimulation (so-tDCS, frequency = 0.75 Hz) during non-REM sleep, we aimed to improve daytime behavioral inhibition in children with ADHD. Fourteen boys (10-14 years) diagnosed with ADHD were included. In a randomized, double-blind, cross-over design, patients received so-tDCS either in the first or in the second experimental sleep night. Inhibition control was assessed with a visuomotor go/no-go task. Intrinsic alertness was assessed with a simple stimulus response task. To control for visuomotor performance, motor memory was assessed with a finger sequence tapping task. SO-power was enhanced during early non-REM sleep, accompanied by slowed reaction times and decreased standard deviations of reaction times, in the go/no-go task after so-tDCS. In contrast, intrinsic alertness, and motor memory performance were not improved by so-tDCS. Since behavioral inhibition but not intrinsic alertness or motor memory was improved by so-tDCS, our results suggest that lateral prefrontal slow oscillations during sleep might play a specific role for executive functioning in ADHD.

3D animation model with augmented reality for natural science learning in elementary school

NASA Astrophysics Data System (ADS)

Hendajani, F.; Hakim, A.; Lusita, M. D.; Saputra, G. E.; Ramadhana, A. P.

2018-05-01

Many opinions from primary school students' on Natural Science are a difficult lesson. Many subjects are not easily understood by students, especially on materials that teach some theories about natural processes. Such as rain process, condensation and many other processes. The difficulty that students experience in understanding it is that students cannot imagine the things that have been taught in the material. Although there is material to practice some theories but is actually quite limited. There is also a video or simulation material in the form of 2D animated images. Understanding concepts in natural science lessons are also poorly understood by students. Natural Science learning media uses 3-dimensional animation models (3D) with augmented reality technology, which offers some visualization of science lessons. This application was created to visualize a process in Natural Science subject matter. The hope of making this application is to improve student's concept. This app is made to run on a personal computer that comes with a webcam with augmented reality. The app will display a 3D animation if the camera can recognize the marker.

Extending Learning Communities: New Technologies, Multiple Literacies, and Culture Blind Pedagogies

ERIC Educational Resources Information Center

Knight, Michelle G.; Dixon, Iris R.; Norton, Nadjwa E. L.; Bentley, Courtney

2004-01-01

Technologies such as videoconferencing used for distance education are creating ways for high schools to extend their learning communities to connect youth with professional communities of practice in ways that approximate the face-to-face interactions in traditional classrooms. These technologies are often touted as a way to augment course…

Case-Based Modeling for Learning Management and Interpersonal Skills

ERIC Educational Resources Information Center

Lyons, Paul

2008-01-01

This article offers an introduction to case-based modeling (CBM) and a demonstration of the efficacy of this instructional model. CBM is grounded primarily in the concepts and theory of experiential learning, augmented by concepts of script creation. Although it is labor intensive, the model is one that has value for instruction in various…

Tangible Multimedia: A Case Study for Bringing Tangibility into Multimedia Learning

ERIC Educational Resources Information Center

Tsong, Chau Kien; Chong, Toh Seong; Samsudin, Zarina

2012-01-01

Multimedia augmented with tangible objects is an area that has not been explored. Current multimedia systems lack the natural elements that allow young children to learn tangibly and intuitively. In view of this, we propose a research to merge tangible objects with multimedia for preschoolers, and propose to term it as "tangible…

Bringing Abstract Academic Integrity and Ethical Concepts into Real-Life Situations

ERIC Educational Resources Information Center

Kwong, Theresa; Wong, Eva; Yue, Kevin

2017-01-01

This paper reports the learning analytics on the initial stages of a large-scale, government-funded project which inducts university students in Hong Kong into consideration of academic integrity and ethics through mobile Augmented Reality (AR) learning trails--Trails of Integrity and Ethics (TIEs)--accessed on smart devices. The trails immerse…

Sensor-Augmented Virtual Labs: Using Physical Interactions with Science Simulations to Promote Understanding of Gas Behavior

ERIC Educational Resources Information Center

Chao, Jie; Chiu, Jennifer L.; DeJaegher, Crystal J.; Pan, Edward A.

2016-01-01

Deep learning of science involves integration of existing knowledge and normative science concepts. Past research demonstrates that combining physical and virtual labs sequentially or side by side can take advantage of the unique affordances each provides for helping students learn science concepts. However, providing simultaneously connected…

Impact of Augmented Reality on Programming Language Learning: Efficiency and Perception

ERIC Educational Resources Information Center

Teng, Chin-Hung; Chen, Jr-Yi; Chen, Zhi-Hong

2018-01-01

Although the learning of programming language is critical in science and technology education, it might be difficult for some students, especially novices. One possible reason might be the fact that programming language, especially for three-dimensional (3D) applications, is too complex and abstract for these students to understand. Programming…

A Review on Making Things See: Augmented Reality for Futuristic Virtual Educator

ERIC Educational Resources Information Center

Iqbal, Javid; Sidhu, Manjit Singh

2017-01-01

In the past few years many choreographers have focused upon implementation of computer technology to enhance their artistic skills. Computer vision technology presents new methods for learning, instructing, developing, and assessing physical movements as well as provides scope to expand dance resources and rediscover the learning process. This…

Integrating Inter-Disciplinary Experts for Supporting Problem-Based Learning

ERIC Educational Resources Information Center

ChanLin, Lih-Juan; Chan, Kung-Chi

2007-01-01

The study reported in this paper has explored the use of an electronic forum facility in order to provide support for problem-based learning (PBL). A Web-based course involving the use of PBL (called "Drug and Nutrient Interactions") was implemented and was augmented with interdisciplinary expert support using electronic forums. As part…

Exploring Interprofessional Education through a High-Fidelity Human Patient Simulation Scenario: A Mixed Methods Study

ERIC Educational Resources Information Center

Rossler, Kelly Lynn

2013-01-01

High-fidelity human patient simulation has emerged as a valuable medium to reinforce educational content within programs of nursing. As simulation learning experiences have been identified as augmenting both didactic lecture content and clinical learning, these experiences have expanded to incorporate interprofessional education. Review of…

A Mixed-Response Intelligent Tutoring System Based on Learning from Demonstration

ERIC Educational Resources Information Center

Alvarez Xochihua, Omar

2012-01-01

Intelligent Tutoring Systems (ITS) have a significant educational impact on student's learning. However, researchers report time intensive interaction is needed between ITS developers and domain-experts to gather and represent domain knowledge. The challenge is augmented when the target domain is ill-defined. The primary problem resides in…

Digital Games, Design, and Learning: A Systematic Review and Meta-Analysis

ERIC Educational Resources Information Center

Clark, Douglas B.; Tanner-Smith, Emily E.; Killingsworth, Stephen S.

2016-01-01

In this meta-analysis, we systematically reviewed research on digital games and learning for K-16 students. We synthesized comparisons of game versus nongame conditions (i.e., media comparisons) and comparisons of augmented games versus standard game designs (i.e., value-added comparisons). We used random-effects meta-regression models with robust…

Participation in Field Learning and Teaching Opportunities: Avenues to Research and Publication

ERIC Educational Resources Information Center

Albert, Donald; Strait, John; Fujimoto-Strait, Ava

2016-01-01

Field experiences continue to be a hallmark of a geographer's education and, for that matter, reeducation, as we all strive to remain current in the real world. Academic geographers beginning their ascent towards tenure and promotion might consider augmenting their portfolios with materials emerging from field teaching and learning activities.

Using Augmented Reality and Knowledge-Building Scaffolds to Improve Learning in a Science Museum

ERIC Educational Resources Information Center

Yoon, Susan A.; Elinich, Karen; Wang, Joyce; Steinmeier, Christopher; Tucker, Sean

2012-01-01

Although learning science in informal non-school environments has shown great promise in terms of increasing interest and engagement, few studies have systematically investigated and produced evidence of improved conceptual knowledge and cognitive skills. Furthermore, little is known about how digital technologies that are increasingly being used…

Chapters in the Life of an Entrepreneur: A Case Study

ERIC Educational Resources Information Center

Bumpus, Minnette A.; Burton, Gerald

2008-01-01

In this article, the authors describe how educators used an autobiography, "How to Succeed in Business Without Being White: Straight Talk on Making It in America" (E. G. Graves, 1998), in a general undergraduate entrepreneurship course to augment the learning opportunities of entrepreneurship students. This learning modality provided students with…

Learning While Exercising for Science Education in Augmented Reality among Adolescents

ERIC Educational Resources Information Center

Hsiao, Kuei-Fang; Chen, Nian-Shing; Huang, Shih-Yu

2012-01-01

Because of a shortage of physical exercise, concerns about adolescents have recently been raised in Taiwan. In educational environments where student exercise has been limited by scheduling constraints and the lack of physical exercise has become a vital problem, "learning while exercising" may be part of a possible solution. This study…

Affectibility in Educational Technologies: A Socio-Technical Perspective for Design

ERIC Educational Resources Information Center

Hayashi, Elaine C. S.; Baranauskas, M. Cecilia C.

2013-01-01

Digital artifacts have the potential for augmenting the interest of students and the quality of learning environments. However, it is still common to find technology being inserted in learning settings without a closer connection to the learners' contemporary world. In this paper we report on results of a qualitative research conducted to address…

Polysensory Learning through Multi-Media Instruction in Trade and Technical Education.

ERIC Educational Resources Information Center

Allen, David; And Others

This report explains a teaching system designed to stimulate polysensory learning by use of multi-media instructional materials, which use as many of the physical senses as practical to augment traditional instruction. They include motion pictures, filmstrips, audio tapes, models, mock-ups, etc., according to school facilities and course needs.…

Challenges Faced by Key Stakeholders Using Educational Online Technologies in Blended Tertiary Environments

ERIC Educational Resources Information Center

Tuapawa, Kimberley

2016-01-01

Traditional learning spaces have evolved into dynamic blended tertiary environments (BTEs), providing a modern means through which tertiary education institutes (TEIs) can augment delivery to meet stakeholder needs. Despite the significant demand for web-enabled learning, there are obstacles concerning the use of EOTs, which challenge the…

Alert dwell time: introduction of a measure to evaluate interruptive clinical decision support alerts.

PubMed

McDaniel, Robert B; Burlison, Jonathan D; Baker, Donald K; Hasan, Murad; Robertson, Jennifer; Hartford, Christine; Howard, Scott C; Sablauer, Andras; Hoffman, James M

2016-04-01

Metrics for evaluating interruptive prescribing alerts have many limitations. Additional methods are needed to identify opportunities to improve alerting systems and prevent alert fatigue. In this study, the authors determined whether alert dwell time-the time elapsed from when an interruptive alert is generated to when it is dismissed-could be calculated by using historical alert data from log files. Drug-drug interaction (DDI) alerts from 3 years of electronic health record data were queried. Alert dwell time was calculated for 25,965 alerts, including 777 unique DDIs. The median alert dwell time was 8 s (range, 1-4913 s). Resident physicians had longer median alert dwell times than other prescribers (P < 001). The 10 most frequent DDI alerts (n = 8759 alerts) had shorter median dwell times than alerts that only occurred once (P < 001). This metric can be used in future research to evaluate the effectiveness and efficiency of interruptive prescribing alerts. © The Author 2015. Published by Oxford University Press on behalf of the American Medical Informatics Association. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Real-Time Radar-Based Tracking and State Estimation of Multiple Non-Conformant Aircraft

NASA Technical Reports Server (NTRS)

Cook, Brandon; Arnett, Timothy; Macmann, Owen; Kumar, Manish

2017-01-01

In this study, a novel solution for automated tracking of multiple unknown aircraft is proposed. Many current methods use transponders to self-report state information and augment track identification. While conformant aircraft typically report transponder information to alert surrounding aircraft of its state, vehicles may exist in the airspace that are non-compliant and need to be accurately tracked using alternative methods. In this study, a multi-agent tracking solution is presented that solely utilizes primary surveillance radar data to estimate aircraft state information. Main research challenges include state estimation, track management, data association, and establishing persistent track validity. In an effort to realize these challenges, techniques such as Maximum a Posteriori estimation, Kalman filtering, degree of membership data association, and Nearest Neighbor Spanning Tree clustering are implemented for this application.

Second Line of Defense Spares Program Assessment

DOE Office of Scientific and Technical Information (OSTI.GOV)

Henderson, Dale L.; Muller, George; Mercier, Theresa M.

2012-11-20

The Office of the Second Line of Defense (SLD) is part of the Department of Energy‘s (DOE) National Nuclear Security Administration (NNSA). The SLD Program accomplishes its critical global security mission by forming cooperative relationships with partner countries to install passive radiation detection systems that augment traditional inspection and law enforcement measures by alerting border officials to the presence of special nuclear or other radiological materials in cross-border traffic. An important tenet of the program is to work collaboratively with these countries to establish the necessary processes, procedures, infrastructure and conditions that will enable them to fully assume the financialmore » and technical responsibilities for operating the equipment. As the number of operational deployments grows, the SLD Program faces an increasingly complex logistics process to promote the timely and efficient supply of spare parts.« less

Performance of a visuomotor walking task in an augmented reality training setting.

PubMed

Haarman, Juliet A M; Choi, Julia T; Buurke, Jaap H; Rietman, Johan S; Reenalda, Jasper

2017-12-01

Visual cues can be used to train walking patterns. Here, we studied the performance and learning capacities of healthy subjects executing a high-precision visuomotor walking task, in an augmented reality training set-up. A beamer was used to project visual stepping targets on the walking surface of an instrumented treadmill. Two speeds were used to manipulate task difficulty. All participants (n = 20) had to change their step length to hit visual stepping targets with a specific part of their foot, while walking on a treadmill over seven consecutive training blocks, each block composed of 100 stepping targets. Distance between stepping targets was varied between short, medium and long steps. Training blocks could either be composed of random stepping targets (no fixed sequence was present in the distance between the stepping targets) or sequenced stepping targets (repeating fixed sequence was present). Random training blocks were used to measure non-specific learning and sequenced training blocks were used to measure sequence-specific learning. Primary outcome measures were performance (% of correct hits), and learning effects (increase in performance over the training blocks: both sequence-specific and non-specific). Secondary outcome measures were the performance and stepping-error in relation to the step length (distance between stepping target). Subjects were able to score 76% and 54% at first try for lower speed (2.3 km/h) and higher speed (3.3 km/h) trials, respectively. Performance scores did not increase over the course of the trials, nor did the subjects show the ability to learn a sequenced walking task. Subjects were better able to hit targets while increasing their step length, compared to shortening it. In conclusion, augmented reality training by use of the current set-up was intuitive for the user. Suboptimal feedback presentation might have limited the learning effects of the subjects. Copyright © 2017 Elsevier B.V. All rights reserved.

Experiential learning in soil science: Use of an augmented reality sandbox

NASA Astrophysics Data System (ADS)

Vaughan, Karen; Vaughan, Robert; Seeley, Janel; Brevik, Eric

2017-04-01

It is known widely that greater learning occurs when students are active participants. Novel technologies allow instructors the opportunity to create interactive activities for undergraduate students to gain comprehension of complex landscape processes. We incorporated the use of an Augmented Reality (AR) Sandbox in the Introductory Soil Science course at the University of Wyoming to facilitate an experiential learning experience in pedology. The AR Sandbox was developed by researchers at the University of California, Davis as part of a project on informal science education in freshwater lakes and watershed science. It is a hands-on display that allows users to create topography models by shaping sand that is augmented in real-time by a colored elevation maps, topographic contour lines, and simulated water. It uses a 3-dimensional motion sensing camera that detects changes to the distance between the sand surface and the camera sensor. A short-throw projector then displays the elevation model and contour lines in real-time. Undergraduate students enrolled in the Introductory Soil Science course were tasked with creating a virtual landscape and then predicting where particular soils would form on the various landforms. All participants reported a greater comprehension of surface water flow, erosion, and soil formation as a result of this exercise. They provided suggestions for future activities using the AR Sandbox including its incorporation into lessons of watershed hydrology, land management, soil water, and soil genesis.

AMI: Augmented Michelson Interferometer

NASA Astrophysics Data System (ADS)

Furió, David; Hachet, Martin; Guillet, Jean-Paul; Bousquet, Bruno; Fleck, Stéphanie; Reuter, Patrick; Canioni, Lionel

2015-10-01

Experiments in optics are essential for learning and understanding physical phenomena. The problem with these experiments is that they are generally time consuming for both their construction and their maintenance, potentially dangerous through the use of laser sources, and often expensive due to high technology optical components. We propose to simulate such experiments by way of hybrid systems that exploit both spatial augmented reality and tangible interaction. In particular, we focus on one of the most popular optical experiments: the Michelson interferometer. In our approach, we target a highly interactive system where students are able to interact in real time with the Augmented Michelson Interferometer (AMI) to observe, test hypotheses and then to enhance their comprehension. Compared to a fully digital simulation, we are investigating an approach that benefits from both physical and virtual elements, and where the students experiment by manipulating 3D-printed physical replicas of optical components (e.g. lenses and mirrors). Our objective is twofold. First, we want to ensure that the students will learn with our simulator the same concepts and skills that they learn with traditional methods. Second, we hypothesis that such a system opens new opportunities to teach optics in a way that was not possible before, by manipulating concepts beyond the limits of observable physical phenomena. To reach this goal, we have built a complementary team composed of experts in the field of optics, human-computer interaction, computer graphics, sensors and actuators, and education science.

Usability engineering for augmented reality: employing user-based studies to inform design.

PubMed

Gabbard, Joseph L; Swan, J Edward

2008-01-01

A major challenge, and thus opportunity, in the field of human-computer interaction and specifically usability engineering is designing effective user interfaces for emerging technologies that have no established design guidelines or interaction metaphors or introduce completely new ways for users to perceive and interact with technology and the world around them. Clearly, augmented reality is one such emerging technology. We propose a usability engineering approach that employs user-based studies to inform design, by iteratively inserting a series of user-based studies into a traditional usability engineering lifecycle to better inform initial user interface designs. We present an exemplar user-based study conducted to gain insight into how users perceive text in outdoor augmented reality settings and to derive implications for design in outdoor augmented reality. We also describe lessons learned from our experiences conducting user-based studies as part of the design process.

Design of Mobile Augmented Reality in Health Care Education: A Theory-Driven Framework.

PubMed

Zhu, Egui; Lilienthal, Anneliese; Shluzas, Lauren Aquino; Masiello, Italo; Zary, Nabil

2015-09-18

Augmented reality (AR) is increasingly used across a range of subject areas in health care education as health care settings partner to bridge the gap between knowledge and practice. As the first contact with patients, general practitioners (GPs) are important in the battle against a global health threat, the spread of antibiotic resistance. AR has potential as a practical tool for GPs to combine learning and practice in the rational use of antibiotics. This paper was driven by learning theory to develop a mobile augmented reality education (MARE) design framework. The primary goal of the framework is to guide the development of AR educational apps. This study focuses on (1) identifying suitable learning theories for guiding the design of AR education apps, (2) integrating learning outcomes and learning theories to support health care education through AR, and (3) applying the design framework in the context of improving GPs' rational use of antibiotics. The design framework was first constructed with the conceptual framework analysis method. Data were collected from multidisciplinary publications and reference materials and were analyzed with directed content analysis to identify key concepts and their relationships. Then the design framework was applied to a health care educational challenge. The proposed MARE framework consists of three hierarchical layers: the foundation, function, and outcome layers. Three learning theories-situated, experiential, and transformative learning-provide foundational support based on differing views of the relationships among learning, practice, and the environment. The function layer depends upon the learners' personal paradigms and indicates how health care learning could be achieved with MARE. The outcome layer analyzes different learning abilities, from knowledge to the practice level, to clarify learning objectives and expectations and to avoid teaching pitched at the wrong level. Suggestions for learning activities and the requirements of the learning environment form the foundation for AR to fill the gap between learning outcomes and medical learners' personal paradigms. With the design framework, the expected rational use of antibiotics by GPs is described and is easy to execute and evaluate. The comparison of specific expected abilities with the GP personal paradigm helps solidify the GP practical learning objectives and helps design the learning environment and activities. The learning environment and activities were supported by learning theories. This paper describes a framework for guiding the design, development, and application of mobile AR for medical education in the health care setting. The framework is theory driven with an understanding of the characteristics of AR and specific medical disciplines toward helping medical education improve professional development from knowledge to practice. Future research will use the framework as a guide for developing AR apps in practice to validate and improve the design framework.

Growth: How Much is Too Much? Student Book. Social Studies Module (9th-10th Grade Social Studies). Revised Edition.

ERIC Educational Resources Information Center

Georgia Univ., Athens. Coll. of Education.

This learning module is designed to integrate environmental education into ninth- and tenth-grade social studies courses. The module and a parallel module designed for chemistry classes were pilot tested in Gwinnett County, Georgia in 1975-76. The module is divided into four parts. The first part alerts students to the serious problems that growth…

Seniors in Cyberspace. Trends and Issues Alerts.

ERIC Educational Resources Information Center

Imel, Susan

Approximately 15% (7.6 million) of the estimated 50.6 million U.S. citizens who browse the World Wide Web are aged 50 or older, and 30% of adults aged 55-75 own a computer. Although many older adults initially log on to the Internet as a means of connecting with friends and family, they quickly learn that it is also a valuable source of…

The Catastrophic State of Catastrophic Health Care Coverage. Hearing before the Special Committee on Aging. United States Senate, One Hundredth Congress, First Session (Birmingham, Alabama).

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. Senate Special Committee on Aging.

This document presents witnesses' testimonies and prepared statements from the Senate hearing held in Birmingham, Alabama to alert the public to the problems associated with catastrophic illness; learn what community services exist for older adults; and clarify what requirements for services, research, and education must be met to formulate an…

Literacy in Afterschool: An Essential Building Block for Learning and Development. MetLife Foundation Afterschool Alert. Issue Brief No. 53

ERIC Educational Resources Information Center

Afterschool Alliance, 2011

2011-01-01

The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the fourth in a series of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This brief focuses on literacy education. While literacy's definition continues to expand to…

Design of Mobile Augmented Reality in Health Care Education: A Theory-Driven Framework

PubMed Central

Lilienthal, Anneliese; Shluzas, Lauren Aquino; Masiello, Italo; Zary, Nabil

2015-01-01

Background Augmented reality (AR) is increasingly used across a range of subject areas in health care education as health care settings partner to bridge the gap between knowledge and practice. As the first contact with patients, general practitioners (GPs) are important in the battle against a global health threat, the spread of antibiotic resistance. AR has potential as a practical tool for GPs to combine learning and practice in the rational use of antibiotics. Objective This paper was driven by learning theory to develop a mobile augmented reality education (MARE) design framework. The primary goal of the framework is to guide the development of AR educational apps. This study focuses on (1) identifying suitable learning theories for guiding the design of AR education apps, (2) integrating learning outcomes and learning theories to support health care education through AR, and (3) applying the design framework in the context of improving GPs’ rational use of antibiotics. Methods The design framework was first constructed with the conceptual framework analysis method. Data were collected from multidisciplinary publications and reference materials and were analyzed with directed content analysis to identify key concepts and their relationships. Then the design framework was applied to a health care educational challenge. Results The proposed MARE framework consists of three hierarchical layers: the foundation, function, and outcome layers. Three learning theories—situated, experiential, and transformative learning—provide foundational support based on differing views of the relationships among learning, practice, and the environment. The function layer depends upon the learners’ personal paradigms and indicates how health care learning could be achieved with MARE. The outcome layer analyzes different learning abilities, from knowledge to the practice level, to clarify learning objectives and expectations and to avoid teaching pitched at the wrong level. Suggestions for learning activities and the requirements of the learning environment form the foundation for AR to fill the gap between learning outcomes and medical learners’ personal paradigms. With the design framework, the expected rational use of antibiotics by GPs is described and is easy to execute and evaluate. The comparison of specific expected abilities with the GP personal paradigm helps solidify the GP practical learning objectives and helps design the learning environment and activities. The learning environment and activities were supported by learning theories. Conclusions This paper describes a framework for guiding the design, development, and application of mobile AR for medical education in the health care setting. The framework is theory driven with an understanding of the characteristics of AR and specific medical disciplines toward helping medical education improve professional development from knowledge to practice. Future research will use the framework as a guide for developing AR apps in practice to validate and improve the design framework. PMID:27731839

Spacecraft 3D Augmented Reality Mobile App

NASA Technical Reports Server (NTRS)

Hussey, Kevin J.; Doronila, Paul R.; Kumanchik, Brian E.; Chan, Evan G.; Ellison, Douglas J.; Boeck, Andrea; Moore, Justin M.

2013-01-01

The Spacecraft 3D application allows users to learn about and interact with iconic NASA missions in a new and immersive way using common mobile devices. Using Augmented Reality (AR) techniques to project 3D renditions of the mission spacecraft into real-world surroundings, users can interact with and learn about Curiosity, GRAIL, Cassini, and Voyager. Additional updates on future missions, animations, and information will be ongoing. Using a printed AR Target and camera on a mobile device, users can get up close with these robotic explorers, see how some move, and learn about these engineering feats, which are used to expand knowledge and understanding about space. The software receives input from the mobile device's camera to recognize the presence of an AR marker in the camera's field of view. It then displays a 3D rendition of the selected spacecraft in the user's physical surroundings, on the mobile device's screen, while it tracks the device's movement in relation to the physical position of the spacecraft's 3D image on the AR marker.

Advanced alerting features: displaying new relevant data and retracting alerts.

PubMed Central

Kuperman, G. J.; Hiltz, F. L.; Teich, J. M.

1997-01-01

We added two advanced features to our automated alerting system. The first feature identifies and displays, at the time an alert is reviewed, relevant data filed between the login time of a specimen leading to an alerting result and the time the alert is reviewed. Relevant data is defined as data of the same kind as generated the alert. The other feature retracts alerts when the alerting value is edited and no longer satisfies the alerting criteria. We evaluated the two features for a 14-week period (new relevant data) and a 6-week period (retraction). Of a total of 1104 alerts in the 14-week evaluation, 286 (25.9%) had new relevant data displayed at alert review time. Of the 286, 75.2% were due to additions of comments to the original piece of alerting data; 24.1% were due to new or pending laboratory results of the same type that generated the alert. Two alerts (out of 490) were retracted in a 6 week period. We conclude that in our system, new clinically relevant data is often added between the time of specimen login and the time that an alerting result from that specimen is reviewed. Retractions occur rarely but are important to detect and communicate. PMID:9357625

Effects of Faded Scaffolding in Computer-Based Instruction on Learners' Performance, Cognitive Load, and Test Anxiety

ERIC Educational Resources Information Center

Hao, Shuang

2016-01-01

Scaffolding is a type of instructional support that helps students to complete a learning task that exceeds their current ability. Scaffolding plays an important role in augmenting other instructional approaches, such as problem-based learning, and facilitates gradual shifts of responsibility from the more advanced others to the learner (Belland,…

Reflections on Student Interns' Cultural Awareness Developed through a Short-Term International Internship

ERIC Educational Resources Information Center

Batey, Jacqueline J.; Lupi, Marsha H.

2012-01-01

The study-abroad internship option for students is one example of a transformational learning opportunity (TLO) that is becoming increasingly popular in programs offered by colleges and universities in the United States (Alfaro, 2008; Cushner & Mahon, 2002). These TLOs often have the potential to broaden, enrich, or augment student learning and…

Parents in Partnership for Proficiency: For 3rd & 4th Graders and Their Families.

ERIC Educational Resources Information Center

Neiner, Christine; And Others

This document contains a series of learning materials for 3rd and 4th graders and their families. The materials are designed to augment classroom learning. Included are worksheets, games, and other skill building activities for writing, reading, math, citizenship, and science. These activities are meant to help children prepare for proficiency…

#gottacatchemall: Exploring Pokemon Go in Search of Learning Enhancement Objects

ERIC Educational Resources Information Center

Cacchione, Annamaria; Procter-Legg, Emma; Petersen, Sobah Abbas

2017-01-01

The Augmented Reality Game, Pokemon Go, took the world by storm in the summer of 2016. City landscapes were decorated with amusing, colourful objects called Pokemon, and the holiday activities were enhanced by catching these wonderful creatures. In light of this, it is inevitable for mobile language learning researchers to reflect on the impact of…

Employer Understanding of Work-Integrated Learning and the Challenges of Engaging in Work Placement Opportunities

ERIC Educational Resources Information Center

Jackson, Denise; Rowbottom, David; Ferns, Sonia; McLaren, Diane

2017-01-01

This study examines employer understanding of Work-Integrated Learning (WIL), reasons for participation and the challenges and barriers posed during the WIL process. This is important given the drive to grow WIL, augmented by the National Strategy for WIL, and the significant benefits it holds in preparing students for their transition to…

Technology Acceptance of E-Learning within a Blended Vocational Course in West Africa

ERIC Educational Resources Information Center

Mehta, Ashwin

2014-01-01

Replacing lecture-based learning content with online information can augment learner-content interaction and facilitate greater mastery over a subject. The success of online delivery will depend on the readiness of learners to use and accept technology as well as the readiness of the organizational infrastructure to support a learner-centric…

The Role of Effective Modeling in the Development of Self-Efficacy: The Case of the Transparent Engine

ERIC Educational Resources Information Center

Scheibe, Kevin P.; Mennecke, Brian E.; Luse, Andy

2007-01-01

Computing technology augments learning in education in a number of ways. One particular method uses interactive programs to demonstrate complex concepts. The purpose of this article is to examine one type of interactive learning technology, the transparent engine. The transparent engine allows instructors and students to view and directly interact…

Measuring the Perceived Quality of an AR-Based Learning Application: A Multidimensional Model

ERIC Educational Resources Information Center

Pribeanu, Costin; Balog, Alexandru; Iordache, Dragos Daniel

2017-01-01

Augmented reality (AR) technologies could enhance learning in several ways. The quality of an AR-based educational platform is a combination of key features that manifests in usability, usefulness, and enjoyment for the learner. In this paper, we present a multidimensional model to measure the quality of an AR-based application as perceived by…

Widening Possibilities of Interpretation When Observing Learning and Teaching through the Use of a Dynamic Visual Notation

ERIC Educational Resources Information Center

Kell, Clare; Sweet, John

2017-01-01

This paper shows how peer observation of learning and teaching (POLT) discussions can be augmented through the use of a dynamic visual notation that makes visible for interpretation, elements of teacher-learner and learner-earner nonverbal interactions. Making visible the nonverbal, physical, spatial and kinesics (eye-based) elements of…

Connecticut Proposes New Legislation Designed To Enhance and Increase Interactive Distance Learning for Telephone and CATV Technologies.

ERIC Educational Resources Information Center

Pietras, Jesse John

Connecticut has proposed legislation to augment the remote education infrastructure which includes public libraries, public schools, and institutions of higher learning. The purpose of one bill is to explore the possibilities of transmitting interactive distance education to all schools intrastate and to classify public libraries at a cheaper…

Learning Protein Structure with Peers in an AR-Enhanced Learning Environment

ERIC Educational Resources Information Center

Chen, Yu-Chien

2013-01-01

Augmented reality (AR) is an interactive system that allows users to interact with virtual objects and the real world at the same time. The purpose of this dissertation was to explore how AR, as a new visualization tool, that can demonstrate spatial relationships by representing three dimensional objects and animations, facilitates students to…