Learning a visuomotor rotation: simultaneous visual and proprioceptive information is crucial for visuomotor remapping.

PubMed

Shabbott, Britne A; Sainburg, Robert L

2010-05-01

Visuomotor adaptation is mediated by errors between intended and sensory-detected arm positions. However, it is not clear whether visual-based errors that are shown during the course of motion lead to qualitatively different or more efficient adaptation than errors shown after movement. For instance, continuous visual feedback mediates online error corrections, which may facilitate or inhibit the adaptation process. We addressed this question by manipulating the timing of visual error information and task instructions during a visuomotor adaptation task. Subjects were exposed to a visuomotor rotation, during which they received continuous visual feedback (CF) of hand position with instructions to correct or not correct online errors, or knowledge-of-results (KR), provided as a static hand-path at the end of each trial. Our results showed that all groups improved performance with practice, and that online error corrections were inconsequential to the adaptation process. However, in contrast to the CF groups, the KR group showed relatively small reductions in mean error with practice, increased inter-trial variability during rotation exposure, and more limited generalization across target distances and workspace. Further, although the KR group showed improved performance with practice, after-effects were minimal when the rotation was removed. These findings suggest that simultaneous visual and proprioceptive information is critical in altering neural representations of visuomotor maps, although delayed error information may elicit compensatory strategies to offset perturbations.

Patient DF's visual brain in action: Visual feedforward control in visual form agnosia.

PubMed

Whitwell, Robert L; Milner, A David; Cavina-Pratesi, Cristiana; Barat, Masihullah; Goodale, Melvyn A

2015-05-01

Patient DF, who developed visual form agnosia following ventral-stream damage, is unable to discriminate the width of objects, performing at chance, for example, when asked to open her thumb and forefinger a matching amount. Remarkably, however, DF adjusts her hand aperture to accommodate the width of objects when reaching out to pick them up (grip scaling). While this spared ability to grasp objects is presumed to be mediated by visuomotor modules in her relatively intact dorsal stream, it is possible that it may rely abnormally on online visual or haptic feedback. We report here that DF's grip scaling remained intact when her vision was completely suppressed during grasp movements, and it still dissociated sharply from her poor perceptual estimates of target size. We then tested whether providing trial-by-trial haptic feedback after making such perceptual estimates might improve DF's performance, but found that they remained significantly impaired. In a final experiment, we re-examined whether DF's grip scaling depends on receiving veridical haptic feedback during grasping. In one condition, the haptic feedback was identical to the visual targets. In a second condition, the haptic feedback was of a constant intermediate width while the visual target varied trial by trial. Despite this incongruent feedback, DF still scaled her grip aperture to the visual widths of the target blocks, showing only normal adaptation to the false haptically-experienced width. Taken together, these results strengthen the view that DF's spared grasping relies on a normal mode of dorsal-stream functioning, based chiefly on visual feedforward processing. Copyright © 2014 Elsevier B.V. All rights reserved.

Visual Feedback Dominates the Sense of Agency for Brain-Machine Actions

PubMed Central

Evans, Nathan; Gale, Steven; Schurger, Aaron; Blanke, Olaf

2015-01-01

Recent advances in neuroscience and engineering have led to the development of technologies that permit the control of external devices through real-time decoding of brain activity (brain-machine interfaces; BMI). Though the feeling of controlling bodily movements (sense of agency; SOA) has been well studied and a number of well-defined sensorimotor and cognitive mechanisms have been put forth, very little is known about the SOA for BMI-actions. Using an on-line BMI, and verifying that our subjects achieved a reasonable level of control, we sought to describe the SOA for BMI-mediated actions. Our results demonstrate that discrepancies between decoded neural activity and its resultant real-time sensory feedback are associated with a decrease in the SOA, similar to SOA mechanisms proposed for bodily actions. However, if the feedback discrepancy serves to correct a poorly controlled BMI-action, then the SOA can be high and can increase with increasing discrepancy, demonstrating the dominance of visual feedback on the SOA. Taken together, our results suggest that bodily and BMI-actions rely on common mechanisms of sensorimotor integration for agency judgments, but that visual feedback dominates the SOA in the absence of overt bodily movements or proprioceptive feedback, however erroneous the visual feedback may be. PMID:26066840

Examining the effect of state anxiety on compensatory and strategic adjustments in the planning of goal-directed aiming.

PubMed

Roberts, James W; Wilson, Mark R; Skultety, Jessica K; Lyons, James L

2018-04-01

The anxiety-perceptual-motor performance relationship may be enriched by investigations involving discrete manual responses due to the definitive demarcation of planning and control processes, which comprise the early and late portions of movement, respectively. To further examine the explanatory power of self-focus and distraction theories, we explored the potential of anxiety causing changes to movement planning that accommodate for anticipated negative effects in online control. As a result, we posed two hypotheses where anxiety causes performers to initially undershoot the target and enable more time to use visual feedback ("play-it-safe"), or fire a ballistic reach to cover a greater distance without later undertaking online control ("go-for-it"). Participants were tasked with an upper-limb movement to a single target under counter-balanced instructions to execute fast and accurate responses (low/normal anxiety) with non-contingent negative performance feedback (high anxiety). The results indicated that the previously identified negative impact of anxiety in online control was replicated. While anxiety caused a longer displacement to reach peak velocity and greater tendency to overshoot the target, there appeared to be no shift in the attempts to utilise online visual feedback. Thus, the tendency to initially overshoot may manifest from an inefficient auxiliary procedure that manages to uphold overall movement time and response accuracy. Copyright © 2018 Elsevier B.V. All rights reserved.

Using Online Journals and In-Class Note Cards for Reflective and Responsive Teaching and Learning

ERIC Educational Resources Information Center

Slinger-Friedman, Vanessa; Patterson, Lynn M.

2016-01-01

One concern about teaching online or in large, lecturestyle classes is the inability to see students' reactions to course material. These visual cues give instructors feedback on student comprehension, material clarity, and effective delivery modes. Instructors have to see the results of student assignments and exams or end-of-semester evaluations…

Müller-Lyer figures influence the online reorganization of visually guided grasping movements.

PubMed

Heath, Matthew; Rival, Christina; Neely, Kristina; Krigolson, Olav

2006-03-01

In advance of grasping a visual object embedded within fins-in and fins-out Müller-Lyer (ML) configurations, participants formulated a premovement grip aperture (GA) based on the size of a neutral preview object. Preview objects were smaller, veridical, or larger than the size of the to-be-grasped target object. As a result, premovement GA associated with the small and large preview objects required significant online reorganization to appropriately grasp the target object. We reasoned that such a manipulation would provide an opportunity to examine the extent to which the visuomotor system engages egocentric and/or allocentric visual cues for the online, feedback-based control of action. It was found that the online reorganization of GA was reliably influenced by the ML figures (i.e., from 20 to 80% of movement time), regardless of the size of the preview object, albeit the small and large preview objects elicited more robust illusory effects than the veridical preview object. These results counter the view that online grasping control is mediated by absolute visual information computed with respect to the observer (e.g., Glover in Behav Brain Sci 27:3-78, 2004; Milner and Goodale in The visual brain in action 1995). Instead, the impact of the ML figures suggests a level of interaction between egocentric and allocentric visual cues in online action control.

Novel virtual reality system integrating online self-face viewing and mirror visual feedback for stroke rehabilitation: rationale and feasibility.

PubMed

Shiri, Shimon; Feintuch, Uri; Lorber-Haddad, Adi; Moreh, Elior; Twito, Dvora; Tuchner-Arieli, Maya; Meiner, Zeev

2012-01-01

To introduce the rationale of a novel virtual reality system based on self-face viewing and mirror visual feedback, and to examine its feasibility as a rehabilitation tool for poststroke patients. A novel motion capture virtual reality system integrating online self-face viewing and mirror visual feedback has been developed for stroke rehabilitation.The system allows the replacement of the impaired arm by a virtual arm. Upon making small movements of the paretic arm, patients view themselves virtually performing healthy full-range movements. A sample of 6 patients in the acute poststroke phase received the virtual reality treatment concomitantly with conservative rehabilitation treatment. Feasibility was assessed during 10 sessions for each participant. All participants succeeded in operating the system, demonstrating its feasibility in terms of adherence and improvement in task performance. Patients' performance within the virtual environment and a set of clinical-functional measures recorded before the virtual reality treatment, at 1 week, and after 3 months indicated neurological status and general functioning improvement. These preliminary results indicate that this newly developed virtual reality system is safe and feasible. Future randomized controlled studies are required to assess whether this system has beneficial effects in terms of enhancing upper limb function and quality of life in poststroke patients.

Prosody production networks are modulated by sensory cues and social context.

PubMed

Klasen, Martin; von Marschall, Clara; Isman, Güldehen; Zvyagintsev, Mikhail; Gur, Ruben C; Mathiak, Klaus

2018-03-05

The neurobiology of emotional prosody production is not well investigated. In particular, the effects of cues and social context are not known. The present study sought to differentiate cued from free emotion generation and the effect of social feedback from a human listener. Online speech filtering enabled fMRI during prosodic communication in 30 participants. Emotional vocalizations were a) free, b) auditorily cued, c) visually cued, or d) with interactive feedback. In addition to distributed language networks, cued emotions increased activity in auditory and - in case of visual stimuli - visual cortex. Responses were larger in pSTG at the right hemisphere and the ventral striatum when participants were listened to and received feedback from the experimenter. Sensory, language, and reward networks contributed to prosody production and were modulated by cues and social context. The right pSTG is a central hub for communication in social interactions - in particular for interpersonal evaluation of vocal emotions.

Effects of acoustic feedback training in elite-standard Para-Rowing.

PubMed

Schaffert, Nina; Mattes, Klaus

2015-01-01

Assessment and feedback devices have been regularly used in technique training in high-performance sports. Biomechanical analysis is mainly visually based and so can exclude athletes with visual impairments. The aim of this study was to examine the effects of auditory feedback on mean boat speed during on-water training of visually impaired athletes. The German National Para-Rowing team (six athletes, mean ± s, age 34.8 ± 10.6 years, body mass 76.5 ± 13.5 kg, stature 179.3 ± 8.6 cm) participated in the study. Kinematics included boat acceleration and distance travelled, collected with Sofirow at two intensities of training. The boat acceleration-time traces were converted online into acoustic feedback and presented via speakers during rowing (sections with and without alternately). Repeated-measures within-participant factorial ANOVA showed greater boat speed with acoustic feedback than baseline (0.08 ± 0.01 m·s(-1)). The time structure of rowing cycles was improved (extended time of positive acceleration). Questioning of athletes showed acoustic feedback to be a supportive training aid as it provided important functional information about the boat motion independent of vision. It gave access for visually impaired athletes to biomechanical analysis via auditory information. The concept for adaptive athletes has been successfully integrated into the preparation for the Para-Rowing World Championships and Paralympics.

Programming of left hand exploits task set but that of right hand depends on recent history.

PubMed

Tang, Rixin; Zhu, Hong

2017-07-01

There are many differences between the left hand and the right hand. But it is not clear if there is a difference in programming between left hand and right hand when the hands perform the same movement. In current study, we carried out two experiments to investigate whether the programming of two hands was equivalent or they exploited different strategies. In the first experiment, participants were required to use one hand to grasp an object with visual feedback or to point to the center of one object without visual feedback on alternate trials, or to grasp an object without visual feedback and to point the center of one object with visual feedback on alternating trials. They then performed the tasks with the other hand. The result was that previous pointing task affected current grasping when it was performed by the left hand, but not the right hand. In experiment 2, we studied if the programming of the left (or right) hand would be affected by the pointing task performed on the previous trial not only by the same hand, but also by the right (or left) hand. Participants pointed and grasped the objects alternately with two hands. The result was similar with Experiment 1, i.e., left-hand grasping was affected by right-hand pointing, whereas right-hand grasping was immune from the interference from left hand. Taken together, the results suggest that when open- and closed-loop trials are interleaved, motor programming of grasping with the right hand was affected by the nature of the online feedback on the previous trial only if it was a grasping trial, suggesting that the trial-to-trial transfer depends on sensorimotor memory and not on task set. In contrast, motor programming of grasping with the left hand can use information about the nature of the online feedback on the previous trial to specify the parameters of the movement, even when the type of movement that occurred was quite different (i.e., pointing) and was performed with the right hand. This suggests that trial-to-trial transfer with the left hand depends on some sort of carry-over of task set for dealing with the availability of visual feedback.

OCT-based angiography in real time with hand-held probe

NASA Astrophysics Data System (ADS)

Gelikonov, Grigory V.; Moiseev, Alexander A.; Ksenofontov, Sergey Y.; Terpelov, Dmitry A.; Gelikonov, Valentine M.

2018-03-01

This work is dedicated to development of the OCT system capable to visualize blood vessel network for everyday clinical use. Following problems were solved during the development: compensation of specific natural tissue displacements, induced by contact scanning mode and physiological motion of patients (e.g. respiratory and cardiac motions) and on-line visualization of vessel net to provide the feedback for system operator.

Data-Driven User Feedback: An Improved Neurofeedback Strategy considering the Interindividual Variability of EEG Features.

PubMed

Han, Chang-Hee; Lim, Jeong-Hwan; Lee, Jun-Hak; Kim, Kangsan; Im, Chang-Hwan

2016-01-01

It has frequently been reported that some users of conventional neurofeedback systems can experience only a small portion of the total feedback range due to the large interindividual variability of EEG features. In this study, we proposed a data-driven neurofeedback strategy considering the individual variability of electroencephalography (EEG) features to permit users of the neurofeedback system to experience a wider range of auditory or visual feedback without a customization process. The main idea of the proposed strategy is to adjust the ranges of each feedback level using the density in the offline EEG database acquired from a group of individuals. Twenty-two healthy subjects participated in offline experiments to construct an EEG database, and five subjects participated in online experiments to validate the performance of the proposed data-driven user feedback strategy. Using the optimized bin sizes, the number of feedback levels that each individual experienced was significantly increased to 139% and 144% of the original results with uniform bin sizes in the offline and online experiments, respectively. Our results demonstrated that the use of our data-driven neurofeedback strategy could effectively increase the overall range of feedback levels that each individual experienced during neurofeedback training.

Data-Driven User Feedback: An Improved Neurofeedback Strategy considering the Interindividual Variability of EEG Features

PubMed Central

Lim, Jeong-Hwan; Lee, Jun-Hak; Kim, Kangsan

2016-01-01

It has frequently been reported that some users of conventional neurofeedback systems can experience only a small portion of the total feedback range due to the large interindividual variability of EEG features. In this study, we proposed a data-driven neurofeedback strategy considering the individual variability of electroencephalography (EEG) features to permit users of the neurofeedback system to experience a wider range of auditory or visual feedback without a customization process. The main idea of the proposed strategy is to adjust the ranges of each feedback level using the density in the offline EEG database acquired from a group of individuals. Twenty-two healthy subjects participated in offline experiments to construct an EEG database, and five subjects participated in online experiments to validate the performance of the proposed data-driven user feedback strategy. Using the optimized bin sizes, the number of feedback levels that each individual experienced was significantly increased to 139% and 144% of the original results with uniform bin sizes in the offline and online experiments, respectively. Our results demonstrated that the use of our data-driven neurofeedback strategy could effectively increase the overall range of feedback levels that each individual experienced during neurofeedback training. PMID:27631005

Mirror reversal and visual rotation are learned and consolidated via separate mechanisms: recalibrating or learning de novo?

PubMed

Telgen, Sebastian; Parvin, Darius; Diedrichsen, Jörn

2014-10-08

Motor learning tasks are often classified into adaptation tasks, which involve the recalibration of an existing control policy (the mapping that determines both feedforward and feedback commands), and skill-learning tasks, requiring the acquisition of new control policies. We show here that this distinction also applies to two different visuomotor transformations during reaching in humans: Mirror-reversal (left-right reversal over a mid-sagittal axis) of visual feedback versus rotation of visual feedback around the movement origin. During mirror-reversal learning, correct movement initiation (feedforward commands) and online corrections (feedback responses) were only generated at longer latencies. The earliest responses were directed into a nonmirrored direction, even after two training sessions. In contrast, for visual rotation learning, no dependency of directional error on reaction time emerged, and fast feedback responses to visual displacements of the cursor were immediately adapted. These results suggest that the motor system acquires a new control policy for mirror reversal, which initially requires extra processing time, while it recalibrates an existing control policy for visual rotations, exploiting established fast computational processes. Importantly, memory for visual rotation decayed between sessions, whereas memory for mirror reversals showed offline gains, leading to better performance at the beginning of the second session than in the end of the first. With shifts in time-accuracy tradeoff and offline gains, mirror-reversal learning shares common features with other skill-learning tasks. We suggest that different neuronal mechanisms underlie the recalibration of an existing versus acquisition of a new control policy and that offline gains between sessions are a characteristic of latter. Copyright © 2014 the authors 0270-6474/14/3413768-12$15.00/0.

Effect of biased feedback on motor imagery learning in BCI-teleoperation system.

PubMed

Alimardani, Maryam; Nishio, Shuichi; Ishiguro, Hiroshi

2014-01-01

Feedback design is an important issue in motor imagery BCI systems. Regardless, to date it has not been reported how feedback presentation can optimize co-adaptation between a human brain and such systems. This paper assesses the effect of realistic visual feedback on users' BCI performance and motor imagery skills. We previously developed a tele-operation system for a pair of humanlike robotic hands and showed that BCI control of such hands along with first-person perspective visual feedback of movements can arouse a sense of embodiment in the operators. In the first stage of this study, we found that the intensity of this ownership illusion was associated with feedback presentation and subjects' performance during BCI motion control. In the second stage, we probed the effect of positive and negative feedback bias on subjects' BCI performance and motor imagery skills. Although the subject specific classifier, which was set up at the beginning of experiment, detected no significant change in the subjects' online performance, evaluation of brain activity patterns revealed that subjects' self-regulation of motor imagery features improved due to a positive bias of feedback and a possible occurrence of ownership illusion. Our findings suggest that in general training protocols for BCIs, manipulation of feedback can play an important role in the optimization of subjects' motor imagery skills.

Dynamic topographical pattern classification of multichannel prefrontal NIRS signals: II. Online differentiation of mental arithmetic and rest

NASA Astrophysics Data System (ADS)

Schudlo, Larissa C.; Chau, Tom

2014-02-01

Objective. Near-infrared spectroscopy (NIRS) has recently gained attention as a modality for brain-computer interfaces (BCIs), which may serve as an alternative access pathway for individuals with severe motor impairments. For NIRS-BCIs to be used as a real communication pathway, reliable online operation must be achieved. Yet, only a limited number of studies have been conducted online to date. These few studies were carried out under a synchronous paradigm and did not accommodate an unconstrained resting state, precluding their practical clinical implication. Furthermore, the potentially discriminative power of spatiotemporal characteristics of activation has yet to be considered in an online NIRS system. Approach. In this study, we developed and evaluated an online system-paced NIRS-BCI which was driven by a mental arithmetic activation task and accommodated an unconstrained rest state. With a dual-wavelength, frequency domain near-infrared spectrometer, measurements were acquired over nine sites of the prefrontal cortex, while ten able-bodied participants selected letters from an on-screen scanning keyboard via intentionally controlled brain activity (using mental arithmetic). Participants were provided dynamic NIR topograms as continuous visual feedback of their brain activity as well as binary feedback of the BCI's decision (i.e. if the letter was selected or not). To classify the hemodynamic activity, temporal features extracted from the NIRS signals and spatiotemporal features extracted from the dynamic NIR topograms were used in a majority vote combination of multiple linear classifiers. Main results. An overall online classification accuracy of 77.4 ± 10.5% was achieved across all participants. The binary feedback was found to be very useful during BCI use, while not all participants found value in the continuous feedback provided. Significance. These results demonstrate that mental arithmetic is a potent mental task for driving an online system-paced NIRS-BCI. BCI feedback that reflects the classifier's decision has the potential to improve user performance. The proposed system can provide a framework for future online NIRS-BCI development and testing.

Formative evaluation of the feedback component of Children's and Adolescents' Nutrition Assessment and Advice on the Web (CANAA-W) among parents of schoolchildren.

PubMed

Vereecken, Carine; Covents, Marc; Maes, Lea; Moyson, Tinneke

2013-01-01

The aim of the paper is to describe the formative evaluation of the feedback component of an online nutrition tailoring instrument, the Children's and Adolescents' Nutrition Assessment and Advice on the Web (CANAA-W), among parents of schoolchildren. Parents of pre-primary and primary-school children recorded their child's food intake over 3 d with CANAA-W and completed the evaluation questionnaire online. A subsample participated in focus group discussions. Parents completed CANAA-W at home. Forty-six parents completed the evaluation questionnaire. Seventeen parents participated in three focus group discussions. Parents were enthusiastic: the majority (81 % or more) found the advice comprehensible, interesting, logical, useful, believable, well formulated, correct, personal, relevant, complete, attractive, containing enough and not too much information; they indicated that it is helpful to improve their children's eating habits and that they intend to use it. The qualitative analyses revealed that the respondents appreciated the confrontation with their child's diet and the visualization (i.e. traffic light colours, pictograms, food models, diagrams). The length of the feedback was rather a drawback, but it was useful nevertheless. CANAA-W was well received by the parents; the scores on the feasibility questionnaire were high and the qualitative analyses showed that the confrontation with their child's diet, and attractive visualization of the most relevant feedback linked to more elaborated optional feedback, were well appreciated. The major challenge will be to convince parents who are less interested in food habits and less computer-literate to participate in this type of study.

Middle School Students' Mathematics Knowledge Retention: Online or Face-To-Face Environments

ERIC Educational Resources Information Center

Edwards, Clayton M.; Rule, Audrey C.; Boody, Robert M.

2017-01-01

Educators seek to develop students' mathematical knowledge retention to increase student efficacy in follow-on classwork, improvement of test scores, attainment of standards, and preparation for careers. Interactive visuals, feedback during problem solving, and incorporation of higher-order thinking skills are known to increase retention, but a…

Got Game? A Choice-Based Learning Assessment of Data Literacy and Visualization Skills

ERIC Educational Resources Information Center

Chin, Doris B.; Blair, Kristen P.; Schwartz, Daniel L.

2016-01-01

In partnership with both formal and informal learning institutions, researchers have been building a suite of online games, called choicelets, to serve as interactive assessments of learning skills, e.g. critical thinking or seeking feedback. Unlike more traditional assessments, which take a retrospective, knowledge-based view of learning,…

A multimodal interface device for online board games designed for sight-impaired people.

PubMed

Caporusso, Nicholas; Mkrtchyan, Lusine; Badia, Leonardo

2010-03-01

Online games between remote opponents playing over computer networks are becoming a common activity of everyday life. However, computer interfaces for board games are usually based on the visual channel. For example, they require players to check their moves on a video display and interact by using pointing devices such as a mouse. Hence, they are not suitable for visually impaired people. The present paper discusses a multipurpose system that allows especially blind and deafblind people playing chess or other board games over a network, therefore reducing their disability barrier. We describe and benchmark a prototype of a special interactive haptic device for online gaming providing a dual tactile feedback. The novel interface of this proposed device is able to guarantee not only a better game experience for everyone but also an improved quality of life for sight-impaired people.

General Practitioners' Concerns About Online Patient Feedback: Findings From a Descriptive Exploratory Qualitative Study in England.

PubMed

Patel, Salma; Cain, Rebecca; Neailey, Kevin; Hooberman, Lucy

2015-12-08

The growth in the volume of online patient feedback, including online patient ratings and comments, suggests that patients are embracing the opportunity to review online their experience of receiving health care. Very little is known about health care professionals' attitudes toward online patient feedback and whether health care professionals are comfortable with the public nature of the feedback. The aim of the overall study was to explore and describe general practitioners' attitudes toward online patient feedback. This paper reports on the findings of one of the aims of the study, which was to explore and understand the concerns that general practitioners (GPs) in England have about online patient feedback. This could then be used to improve online patient feedback platforms and help to increase usage of online patient feedback by GPs and, by extension, their patients. A descriptive qualitative approach using face-to-face semistructured interviews was used in this study. A topic guide was developed following a literature review and discussions with key stakeholders. GPs (N=20) were recruited from Cambridgeshire, London, and Northwest England through probability and snowball sampling. Interviews were transcribed verbatim and analyzed in NVivo using the framework method, a form of thematic analysis. Most participants in this study had concerns about online patient feedback. They questioned the validity of online patient feedback because of data and user biases and lack of representativeness, the usability of online patient feedback due to the feedback being anonymous, the transparency of online patient feedback because of the risk of false allegations and breaching confidentiality, and the resulting impact of all those factors on them, their professional practice, and their relationship with their patients. The majority of GPs interviewed had reservations and concerns about online patient feedback and questioned its validity and usefulness among other things. Based on the findings from the study, recommendations for online patient feedback website providers in England are given. These include suggestions to make some specific changes to the platform and the need to promote online patient feedback more among both GPs and health care users, which may help to reduce some of the concerns raised by GPs about online patient feedback in this study.

General Practitioners’ Concerns About Online Patient Feedback: Findings From a Descriptive Exploratory Qualitative Study in England

PubMed Central

Cain, Rebecca; Neailey, Kevin; Hooberman, Lucy

2015-01-01

Background The growth in the volume of online patient feedback, including online patient ratings and comments, suggests that patients are embracing the opportunity to review online their experience of receiving health care. Very little is known about health care professionals’ attitudes toward online patient feedback and whether health care professionals are comfortable with the public nature of the feedback. Objective The aim of the overall study was to explore and describe general practitioners’ attitudes toward online patient feedback. This paper reports on the findings of one of the aims of the study, which was to explore and understand the concerns that general practitioners (GPs) in England have about online patient feedback. This could then be used to improve online patient feedback platforms and help to increase usage of online patient feedback by GPs and, by extension, their patients. Methods A descriptive qualitative approach using face-to-face semistructured interviews was used in this study. A topic guide was developed following a literature review and discussions with key stakeholders. GPs (N=20) were recruited from Cambridgeshire, London, and Northwest England through probability and snowball sampling. Interviews were transcribed verbatim and analyzed in NVivo using the framework method, a form of thematic analysis. Results Most participants in this study had concerns about online patient feedback. They questioned the validity of online patient feedback because of data and user biases and lack of representativeness, the usability of online patient feedback due to the feedback being anonymous, the transparency of online patient feedback because of the risk of false allegations and breaching confidentiality, and the resulting impact of all those factors on them, their professional practice, and their relationship with their patients. Conclusions The majority of GPs interviewed had reservations and concerns about online patient feedback and questioned its validity and usefulness among other things. Based on the findings from the study, recommendations for online patient feedback website providers in England are given. These include suggestions to make some specific changes to the platform and the need to promote online patient feedback more among both GPs and health care users, which may help to reduce some of the concerns raised by GPs about online patient feedback in this study. PMID:26681299

Using Positive Visual Stimuli to Lighten the Online Learning Experience through in Class Questioning

ERIC Educational Resources Information Center

Lai, Chia-Hung; Liu, Ming-Chi; Liu, Chia-Ju; Huang, Yueh-Min

2016-01-01

Using in-class questions is an efficient instructional strategy to keep abreast of the state of student learning in a class. Some studies have found that discussing in-class questions in synchronous learning is helpful. These studies demonstrated that synchronous questions not only provide students with timely feedback, but also allow teachers to…

Parkinson’s disease patients show impaired corrective grasp control and eye-hand coupling when reaching to grasp virtual objects

PubMed Central

Lukos, Jamie R.; Snider, Joseph; Hernandez, Manuel E.; Tunik, Eugene; Hillyard, Steven; Poizner, Howard

2013-01-01

The effect of Parkinson’s disease on hand-eye coordination and corrective response control during reach-to-grasp tasks remains unclear. Moderately impaired Parkinson’s disease patients (PD, n=9) and age-matched controls (n=12) reached to and grasped a virtual rectangular object, with haptic feedback provided to the thumb and index fingertip by two 3-degree of freedom manipulanda. The object rotated unexpectedly on a minority of trials, requiring subjects to adjust their grasp aperture. On half the trials, visual feedback of finger positions disappeared during the initial phase of the reach, when feedforward mechanisms are known to guide movement. PD patients were tested without (OFF) and with (ON) medication to investigate the effects of dopamine depletion and repletion on eye-hand coordination online corrective response control. We quantified eye-hand coordination by monitoring hand kinematics and eye position during the reach. We hypothesized that if the basal ganglia are important for eye-hand coordination and online corrections to object perturbations, then PD patients tested OFF medication would show reduced eye-hand spans and impoverished arm-hand coordination responses to the perturbation, which would be further exasperated when visual feedback of the hand was removed. Strikingly, PD patients tracked their hands with their gaze, and their movements became destabilized when having to make online corrective responses to object perturbations exhibiting pauses and changes in movement direction. These impairments largely remained even when tested in the ON state, despite significant improvement on the Unified Parkinson’s Disease Rating Scale. Our findings suggest that basal ganglia-cortical loops are essential for mediating eye-hand coordination and adaptive online responses for reach-to-grasp movements, and that restoration of tonic levels of dopamine may not be adequate to remediate this coordinative nature of basal ganglia modulated function. PMID:24056196

ERD-based online brain-machine interfaces (BMI) in the context of neurorehabilitation: optimizing BMI learning and performance.

PubMed

Soekadar, Surjo R; Witkowski, Matthias; Mellinger, Jürgen; Ramos, Ander; Birbaumer, Niels; Cohen, Leonardo G

2011-10-01

Event-related desynchronization (ERD) of sensori-motor rhythms (SMR) can be used for online brain-machine interface (BMI) control, but yields challenges related to the stability of ERD and feedback strategy to optimize BMI learning.Here, we compared two approaches to this challenge in 20 right-handed healthy subjects (HS, five sessions each, S1-S5) and four stroke patients (SP, 15 sessions each, S1-S15). ERD was recorded from a 275-sensor MEG system. During daily training,motor imagery-induced ERD led to visual and proprioceptive feedback delivered through an orthotic device attached to the subjects' hand and fingers. Group A trained with a heterogeneous reference value (RV) for ERD detection with binary feedback and Group B with a homogenous RV and graded feedback (10 HS and 2 SP in each group). HS in Group B showed better BMI performance than Group A (p < 0.001) and improved BMI control from S1 to S5 (p = 0.012) while Group A did not. In spite of the small n, SP in Group B showed a trend for a higher BMI performance (p = 0.06) and learning was significantly better (p < 0.05). Using a homogeneous RV and graded feedback led to improved modulation of ipsilesional activity resulting in superior BMI learning relative to use of a heterogeneous RV and binary feedback.

The Effect of the Muller-Lyer Illusion on the Planning and Control of Manual Aiming Movements

ERIC Educational Resources Information Center

Mendoza, Jocelyn E.; Elliott, Digby; Meegan, Daniel V.; Lyons, James L.; Welsh, Timothy N.

2006-01-01

Two experiments used Muller-Lyer stimuli to test the predictions of the planning-control model (S. Glover, 2002) for aiming movements. In Experiment 1, participants aimed to stimuli that either remained the same or changed upon movement initiation. Experiment 2 was identical except that the duration of visual feedback for online control was…

Persuasive Performance Feedback: The Effect of Framing on Self-Efficacy

PubMed Central

Choe, Eun Kyoung; Lee, Bongshin; Munson, Sean; Pratt, Wanda; Kientz, Julie A.

2013-01-01

Self-monitoring technologies have proliferated in recent years as they offer excellent potential for promoting healthy behaviors. Although these technologies have varied ways of providing real-time feedback on a user’s current progress, we have a dearth of knowledge of the framing effects on the performance feedback these tools provide. With an aim to create influential, persuasive performance feedback that will nudge people toward healthy behaviors, we conducted an online experiment to investigate the effect of framing on an individual’s self-efficacy. We identified 3 different types of framing that can be applicable in presenting performance feedback: (1) the valence of performance (remaining vs. achieved framing), (2) presentation type (text-only vs. text with visual), and (3) data unit (raw vs. percentage). Results show that the achieved framing could lead to an increased perception of individual’s performance capabilities. This work provides empirical guidance for creating persuasive performance feedback, thereby helping people designing self-monitoring technologies to promote healthy behaviors. PMID:24551378

Persuasive performance feedback: the effect of framing on self-efficacy.

PubMed

Choe, Eun Kyoung; Lee, Bongshin; Munson, Sean; Pratt, Wanda; Kientz, Julie A

2013-01-01

Self-monitoring technologies have proliferated in recent years as they offer excellent potential for promoting healthy behaviors. Although these technologies have varied ways of providing real-time feedback on a user's current progress, we have a dearth of knowledge of the framing effects on the performance feedback these tools provide. With an aim to create influential, persuasive performance feedback that will nudge people toward healthy behaviors, we conducted an online experiment to investigate the effect of framing on an individual's self-efficacy. We identified 3 different types of framing that can be applicable in presenting performance feedback: (1) the valence of performance (remaining vs. achieved framing), (2) presentation type (text-only vs. text with visual), and (3) data unit (raw vs. percentage). Results show that the achieved framing could lead to an increased perception of individual's performance capabilities. This work provides empirical guidance for creating persuasive performance feedback, thereby helping people designing self-monitoring technologies to promote healthy behaviors.

Incorporation of feedback during beat synchronization is an index of neural maturation and reading skills.

PubMed

Woodruff Carr, Kali; Fitzroy, Ahren B; Tierney, Adam; White-Schwoch, Travis; Kraus, Nina

2017-01-01

Speech communication involves integration and coordination of sensory perception and motor production, requiring precise temporal coupling. Beat synchronization, the coordination of movement with a pacing sound, can be used as an index of this sensorimotor timing. We assessed adolescents' synchronization and capacity to correct asynchronies when given online visual feedback. Variability of synchronization while receiving feedback predicted phonological memory and reading sub-skills, as well as maturation of cortical auditory processing; less variable synchronization during the presence of feedback tracked with maturation of cortical processing of sound onsets and resting gamma activity. We suggest the ability to incorporate feedback during synchronization is an index of intentional, multimodal timing-based integration in the maturing adolescent brain. Precision of temporal coding across modalities is important for speech processing and literacy skills that rely on dynamic interactions with sound. Synchronization employing feedback may prove useful as a remedial strategy for individuals who struggle with timing-based language learning impairments. Copyright © 2016 Elsevier Inc. All rights reserved.

Student and Instructor Perceptions of Feedback in Asynchronous Online Learning: A Mixed-Methods Study

ERIC Educational Resources Information Center

Conrad, Susan

2016-01-01

Research about online learning suggests that instructor feedback is essential for student learning, especially when the feedback is personalized, specific, and timely. Feedback enhances instructor presence in online learning and has been shown to positively affect student outcomes. However, even with the technical ability to receive feedback at…

The Art of Giving Online Feedback

ERIC Educational Resources Information Center

Leibold, Nancyruth; Schwarz, Laura Marie

2015-01-01

The cultivation of providing online feedback that is positive, effective, and enhances the learning experience is a valuable educator skill. Acquisition of the art of providing feedback is through education, practice, and faculty development. This article provides information about the best practices for delivering online feedback to learners. An…

Critical Thinking in Gifted Children's Offline and Online Peer Feedback

ERIC Educational Resources Information Center

Miller, Myriah T.; Olthouse, Jill

2013-01-01

This comparative study identified the differences between gifted children's offline and online peer feedback within a summer talented writer's workshop. Researchers analyzed ten students' writings for degrees of critical thinking evident in their feedback. Online feedback included students' writings in social writing sites Storybird.com and…

The Effects of Feedback on Online Quizzes

ERIC Educational Resources Information Center

Butler, Melanie; Pyzdrowski, Laura; Goodykoontz, Adam; Walker, Vennessa

2008-01-01

Online homework is unable to provide the detailed feedback of paper and pencil assignments. However, immediate feedback is an advantage that online assessments provide. A research study was conducted that focused on the effects of immediate feedback; students in 5 sections of a Pre-calculus course were participants. Three sections were randomly…

The use of online word of mouth opinion in online learning: a questionnaire survey.

PubMed

Sandars, John; Walsh, Kieran

2009-04-01

There is increasing use of online word of mouth opinion (user feedback) systems for general services but its use in online learning has not been previously investigated. To understand why users of BMJ Learning provide and read word of mouth feedback, and whether this feedback influences uptake of modules by prospective users. Online questionnaire of users of BMJ Learning who had completed online user feedback. 109 questionnaires were completed (response rate 25%). The main motivation to contribute was to influence the authors of the module (66%), and 43% stated that they wanted to help other users to make an informed choice. 16% stated that they wanted to develop an online community of learners. The main motivation to read the user feedback was to see if they agreed with the comments (56%). Online word of mouth opinion (user feedback) appears to be useful for online learners. There are also system design considerations since the attempt to create an online community of learners that is desired by some users will not be appreciated by others. Further research with a larger number of users is recommended to confirm the findings.

EEG Theta Dynamics within Frontal and Parietal Cortices for Error Processing during Reaching Movements in a Prism Adaptation Study Altering Visuo-Motor Predictive Planning

PubMed Central

Bonfiglio, Luca; Minichilli, Fabrizio; Cantore, Nicoletta; Carboncini, Maria Chiara; Piccotti, Emily; Rossi, Bruno

2016-01-01

Modulation of frontal midline theta (fmθ) is observed during error commission, but little is known about the role of theta oscillations in correcting motor behaviours. We investigate EEG activity of healthy partipants executing a reaching task under variable degrees of prism-induced visuo-motor distortion and visual occlusion of the initial arm trajectory. This task introduces directional errors of different magnitudes. The discrepancy between predicted and actual movement directions (i.e. the error), at the time when visual feedback (hand appearance) became available, elicits a signal that triggers on-line movement correction. Analysis were performed on 25 EEG channels. For each participant, the median value of the angular error of all reaching trials was used to partition the EEG epochs into high- and low-error conditions. We computed event-related spectral perturbations (ERSP) time-locked either to visual feedback or to the onset of movement correction. ERSP time-locked to the onset of visual feedback showed that fmθ increased in the high- but not in the low-error condition with an approximate time lag of 200 ms. Moreover, when single epochs were sorted by the degree of motor error, fmθ started to increase when a certain level of error was exceeded and, then, scaled with error magnitude. When ERSP were time-locked to the onset of movement correction, the fmθ increase anticipated this event with an approximate time lead of 50 ms. During successive trials, an error reduction was observed which was associated with indices of adaptations (i.e., aftereffects) suggesting the need to explore if theta oscillations may facilitate learning. To our knowledge this is the first study where the EEG signal recorded during reaching movements was time-locked to the onset of the error visual feedback. This allowed us to conclude that theta oscillations putatively generated by anterior cingulate cortex activation are implicated in error processing in semi-naturalistic motor behaviours. PMID:26963919

EEG Theta Dynamics within Frontal and Parietal Cortices for Error Processing during Reaching Movements in a Prism Adaptation Study Altering Visuo-Motor Predictive Planning.

PubMed

Arrighi, Pieranna; Bonfiglio, Luca; Minichilli, Fabrizio; Cantore, Nicoletta; Carboncini, Maria Chiara; Piccotti, Emily; Rossi, Bruno; Andre, Paolo

2016-01-01

Modulation of frontal midline theta (fmθ) is observed during error commission, but little is known about the role of theta oscillations in correcting motor behaviours. We investigate EEG activity of healthy partipants executing a reaching task under variable degrees of prism-induced visuo-motor distortion and visual occlusion of the initial arm trajectory. This task introduces directional errors of different magnitudes. The discrepancy between predicted and actual movement directions (i.e. the error), at the time when visual feedback (hand appearance) became available, elicits a signal that triggers on-line movement correction. Analysis were performed on 25 EEG channels. For each participant, the median value of the angular error of all reaching trials was used to partition the EEG epochs into high- and low-error conditions. We computed event-related spectral perturbations (ERSP) time-locked either to visual feedback or to the onset of movement correction. ERSP time-locked to the onset of visual feedback showed that fmθ increased in the high- but not in the low-error condition with an approximate time lag of 200 ms. Moreover, when single epochs were sorted by the degree of motor error, fmθ started to increase when a certain level of error was exceeded and, then, scaled with error magnitude. When ERSP were time-locked to the onset of movement correction, the fmθ increase anticipated this event with an approximate time lead of 50 ms. During successive trials, an error reduction was observed which was associated with indices of adaptations (i.e., aftereffects) suggesting the need to explore if theta oscillations may facilitate learning. To our knowledge this is the first study where the EEG signal recorded during reaching movements was time-locked to the onset of the error visual feedback. This allowed us to conclude that theta oscillations putatively generated by anterior cingulate cortex activation are implicated in error processing in semi-naturalistic motor behaviours.

Effective Instructor Feedback: Perceptions of Online Graduate Students

ERIC Educational Resources Information Center

Getzlaf, Beverley; Perry, Beth; Toffner, Greg; Lamarche, Kimberley; Edwards, Margaret

2009-01-01

This descriptive study explored online graduate students' perceptions of effective instructor feedback. The objectives of the study were to determine the students' perceptions of the content of effective instructor feedback ("what should be included in effective feedback?") and the process of effective instructor feedback ("how…

Blended Learning Tools in Geosciences: A New Set of Online Tools to Help Students Master Skills

NASA Astrophysics Data System (ADS)

Cull, S.; Spohrer, J.; Natarajan, S.; Chin, M.

2013-12-01

In most geoscience courses, students are expected to develop specific skills. To master these skills, students need to practice them repeatedly. Unfortunately, few geosciences courses have enough class time to allow students sufficient in-class practice, nor enough instructor attention and time to provide fast feedback. To address this, we have developed an online tool called an Instant Feedback Practice (IFP). IFPs are low-risk, high-frequency exercises that allow students to practice skills repeatedly throughout a semester, both in class and at home. After class, students log onto a course management system (like Moodle or Blackboard), and click on that day's IFP exercise. The exercise might be visually identifying a set of minerals that they're practicing. After answering each question, the IFP tells them if they got it right or wrong. If they got it wrong, they try again until they get it right. There is no penalty - students receive the full score for finishing. The goal is low-stakes practice. By completing dozens of these practices throughout the semester, students have many, many opportunities to practice mineral identification with quick feedback. Students can also complete IFPs during class in groups and teams, with in-lab hand samples or specimens. IFPs can also be used to gauge student skill levels as the semester progresses, as they can be set up to provide the instructor feedback on specific skills or students. When IFPs were developed for and implemented in a majors-level mineralogy class, students reported that in-class and online IFPs were by far the most useful technique they used to master mineral hand sample identification. Final grades in the course were significantly higher than historical norms, supporting students' anecdotal assessment of the impact of IFPs on their learning.

Leveraging Conceptual Frameworks to Improve Students' Mental Organization of Astronomy Understanding

NASA Astrophysics Data System (ADS)

Slater, Timothy F.; Lee, K. M.

2006-06-01

Many different types of schematic diagrams are useful in helping students organize and internalize their developing understanding in introductory astronomy courses. These include Venn Diagrams, Flowcharts, Concept Maps, among others, which illustrate the relationships between astronomical objects and dynamic concepts. These conceptual framework diagrams have been incorporated into the NSF-funded ClassAction project. ClassAction is a collection of electronic materials designed to enhance the metacognitive skills of college and university introductory astronomy survey students by promoting interactive engagement and providing rapid feedback in a highly visual setting. The main effort is targeted at creating dynamic think-pair-share questions supported by simulations, animations, and visualizations to be projected in the lecture classroom. The infrastructure allows instructors to recast these questions into alternative forms based on their own pedagogical preferences and feedback from the class. The recourses can be easily selected from a FLASH computer database and are accompanied by outlines, graphics, and numerous simulations which the instructor can use to provide student feedback and, when necessary, remediation. ClassAction materials are publicly available online at URL: http://astro.unl.edu and is funded by NSF Grant #0404988.

Online Instructor's Use of Audio Feedback to Increase Social Presence and Student Satisfaction

ERIC Educational Resources Information Center

Portolese Dias, Laura; Trumpy, Robert

2014-01-01

This study investigates the impact of written group feedback, versus audio feedback, based upon four student satisfaction measures in the online classroom environment. Undergraduate students in the control group were provided both individual written feedback and group written feedback, while undergraduate students in the experimental treatment…

Peer Feedback to Facilitate Project-Based Learning in an Online Environment

ERIC Educational Resources Information Center

Ching, Yu-Hui; Hsu, Yu-Chang

2013-01-01

There has been limited research examining the pedagogical benefits of peer feedback for facilitating project-based learning in an online environment. Using a mixed method approach, this paper examines graduate students' participation and perceptions of peer feedback activity that supports project-based learning in an online instructional design…

A Study on the Impact of Collective Feedback in the Online Technical and Professional Communication Classroom

ERIC Educational Resources Information Center

Singleton, Meredith

2016-01-01

This dissertation study seeks to determine whether feedback in the online Technical and Professional Communication classroom impacts student performance. This dissertation proposes that online Technical and Professional Communication instructors consider adopt such a feedback methodology in order to engage students with writing practices that…

Testing Quick Response (QR) Codes as an Innovation to Improve Feedback Among Geographically-Separated Clerkship Sites.

PubMed

Snyder, Matthew J; Nguyen, Dana R; Womack, Jasmyne J; Bunt, Christopher W; Westerfield, Katie L; Bell, Adriane E; Ledford, Christy J W

2018-03-01

Collection of feedback regarding medical student clinical experiences for formative or summative purposes remains a challenge across clinical settings. The purpose of this study was to determine whether the use of a quick response (QR) code-linked online feedback form improves the frequency and efficiency of rater feedback. In 2016, we compared paper-based feedback forms, an online feedback form, and a QR code-linked online feedback form at 15 family medicine clerkship sites across the United States. Outcome measures included usability, number of feedback submissions per student, number of unique raters providing feedback, and timeliness of feedback provided to the clerkship director. The feedback method was significantly associated with usability, with QR code scoring the highest, and paper second. Accessing feedback via QR code was associated with the shortest time to prepare feedback. Across four rotations, separate repeated measures analyses of variance showed no effect of feedback system on the number of submissions per student or the number of unique raters. The results of this study demonstrate that preceptors in the family medicine clerkship rate QR code-linked feedback as a high usability platform. Additionally, this platform resulted in faster form completion than paper or online forms. An overarching finding of this study is that feedback forms must be portable and easily accessible. Potential implementation barriers and the social norm for providing feedback in this manner need to be considered.

Use of augmented feedback for the modification of the pedaling mechanics of cyclists.

PubMed

Sanderson, D J; Cavanagh, P R

1990-03-01

On-line computer representation of forces applied to the pedals during a 90-degree sector of the pedaling cycle were used to train a group of cyclists to alter their pattern of force application while they cycled on a stationary cycle. The subjects rode for 32 min each day for ten days. During these training rides, three cyclists were given augmented feedback on only their pedaling rate, while three other cyclists were presented with augmented, visual feedback on the magnitude of force application in the sector of interest as well as cadence. At the end of the training period it was noted that the experimental group showed significantly reduced pedal forces in the sector of interest while the control group did not. It was concluded that this technique of modifying a well-practised task was an effective one and that it could be used to explore various training modalities and other pedaling styles.

Asynchronous steady-state visual evoked potential based BCI control of a 2-DoF artificial upper limb.

PubMed

Horki, Petar; Neuper, Christa; Pfurtscheller, Gert; Müller-Putz, Gernot

2010-12-01

A brain-computer interface (BCI) provides a direct connection between the human brain and a computer. One type of BCI can be realized using steady-state visual evoked potentials (SSVEPs), resulting from repetitive stimulation. The aim of this study was the realization of an asynchronous SSVEP-BCI, based on canonical correlation analysis, suitable for the control of a 2-degrees of freedom (DoF) hand and elbow neuroprosthesis. To determine whether this BCI is suitable for the control of 2-DoF neuroprosthetic devices, online experiments with a virtual and a robotic limb feedback were conducted with eight healthy subjects and one tetraplegic patient. All participants were able to control the artificial limbs with the BCI. In the online experiments, the positive predictive value (PPV) varied between 69% and 83% and the false negative rate (FNR) varied between 1% and 17%. The spinal cord injured patient achieved PPV and FNR values within one standard deviation of the mean for all healthy subjects.

BIDDSAT: visualizing the content of biodiversity data publishers in the Global Biodiversity Information Facility network.

PubMed

Otegui, Javier; Ariño, Arturo H

2012-08-15

In any data quality workflow, data publishers must become aware of issues in their data so these can be corrected. User feedback mechanisms provide one avenue, while global assessments of datasets provide another. To date, there is no publicly available tool to allow both biodiversity data institutions sharing their data through the Global Biodiversity Information Facility network and its potential users to assess datasets as a whole. Contributing to bridge this gap both for publishers and users, we introduce BIoDiversity DataSets Assessment Tool, an online tool that enables selected diagnostic visualizations on the content of data publishers and/or their individual collections. The online application is accessible at http://www.unav.es/unzyec/mzna/biddsat/ and is supported by all major browsers. The source code is licensed under the GNU GPLv3 license (http://www.gnu.org/licenses/gpl-3.0.txt) and is available at https://github.com/jotegui/BIDDSAT.

Is sensorimotor BCI performance influenced differently by mono, stereo, or 3-D auditory feedback?

PubMed

McCreadie, Karl A; Coyle, Damien H; Prasad, Girijesh

2014-05-01

Imagination of movement can be used as a control method for a brain-computer interface (BCI) allowing communication for the physically impaired. Visual feedback within such a closed loop system excludes those with visual problems and hence there is a need for alternative sensory feedback pathways. In the context of substituting the visual channel for the auditory channel, this study aims to add to the limited evidence that it is possible to substitute visual feedback for its auditory equivalent and assess the impact this has on BCI performance. Secondly, the study aims to determine for the first time if the type of auditory feedback method influences motor imagery performance significantly. Auditory feedback is presented using a stepped approach of single (mono), double (stereo), and multiple (vector base amplitude panning as an audio game) loudspeaker arrangements. Visual feedback involves a ball-basket paradigm and a spaceship game. Each session consists of either auditory or visual feedback only with runs of each type of feedback presentation method applied in each session. Results from seven subjects across five sessions of each feedback type (visual, auditory) (10 sessions in total) show that auditory feedback is a suitable substitute for the visual equivalent and that there are no statistical differences in the type of auditory feedback presented across five sessions.

Comparison of brief versus extended personalised feedback in an online intervention for cannabis users: Short-term findings of a randomised trial.

PubMed

Copeland, Jan; Rooke, Sally; Rodriquez, Dan; Norberg, Melissa M; Gibson, Lisa

2017-05-01

Previous studies have shown brief online self-help interventions to be a useful method of treating cannabis use and related problems; however, no studies have compared the effects of brief versus extended feedback for online brief intervention programs. The current study was a two arm randomised trial aimed at testing the short term effectiveness of a brief and extended feedback version of Grassessment, a brief online intervention for cannabis users that provides individualised feedback regarding use, motives, and harms. Participants (n=287) reporting at least one symptom of DSM IV cannabis abuse or dependence were recruited using online and offline advertising methods. Participants were randomised to receive either a brief or extended feedback version of the Grassessment program and were required to complete a one month follow up questionnaire. One hundred and ninety four participants completed the one month follow up. Wilcoxon analyses showed a significant decrease in past month quantity and frequency of cannabis use (ps<0.001; r=-0.41 and -0.40 respectively) and lower severity of dependence scores (p=0.002; r=-0.31) among those in the brief feedback condition. Participants in the extended feedback group also demonstrated significant decreases in patterns of use (ps<0.002; r=-0.39 and -0.33) but not severity of dependence (p=0.09; r=0.18). A Generalized Estimating Equation (GEE) analysis showed no significant interaction between length of feedback received and past month cannabis use frequency (p=0.78), quantity (p=0.73), or severity of dependence (p=0.47). This study adds support for the use of brief online self-complete interventions to reduce cannabis use and related problems in the short term. The findings suggest that in the case of the brief online screening and feedback program Grassessment, extended feedback does not lead to superior outcomes over brief feedback. Copyright © 2017 Elsevier Inc. All rights reserved.

Vibrotactile Feedback for Brain-Computer Interface Operation

PubMed Central

Cincotti, Febo; Kauhanen, Laura; Aloise, Fabio; Palomäki, Tapio; Caporusso, Nicholas; Jylänki, Pasi; Mattia, Donatella; Babiloni, Fabio; Vanacker, Gerolf; Nuttin, Marnix; Marciani, Maria Grazia; Millán, José del R.

2007-01-01

To be correctly mastered, brain-computer interfaces (BCIs) need an uninterrupted flow of feedback to the user. This feedback is usually delivered through the visual channel. Our aim was to explore the benefits of vibrotactile feedback during users' training and control of EEG-based BCI applications. A protocol for delivering vibrotactile feedback, including specific hardware and software arrangements, was specified. In three studies with 33 subjects (including 3 with spinal cord injury), we compared vibrotactile and visual feedback, addressing: (I) the feasibility of subjects' training to master their EEG rhythms using tactile feedback; (II) the compatibility of this form of feedback in presence of a visual distracter; (III) the performance in presence of a complex visual task on the same (visual) or different (tactile) sensory channel. The stimulation protocol we developed supports a general usage of the tactors; preliminary experimentations. All studies indicated that the vibrotactile channel can function as a valuable feedback modality with reliability comparable to the classical visual feedback. Advantages of using a vibrotactile feedback emerged when the visual channel was highly loaded by a complex task. In all experiments, vibrotactile feedback felt, after some training, more natural for both controls and SCI users. PMID:18354734

Feature-Specific Organization of Feedback Pathways in Mouse Visual Cortex.

PubMed

Huh, Carey Y L; Peach, John P; Bennett, Corbett; Vega, Roxana M; Hestrin, Shaul

2018-01-08

Higher and lower cortical areas in the visual hierarchy are reciprocally connected [1]. Although much is known about how feedforward pathways shape receptive field properties of visual neurons, relatively little is known about the role of feedback pathways in visual processing. Feedback pathways are thought to carry top-down signals, including information about context (e.g., figure-ground segmentation and surround suppression) [2-5], and feedback has been demonstrated to sharpen orientation tuning of neurons in the primary visual cortex (V1) [6, 7]. However, the response characteristics of feedback neurons themselves and how feedback shapes V1 neurons' tuning for other features, such as spatial frequency (SF), remain largely unknown. Here, using a retrograde virus, targeted electrophysiological recordings, and optogenetic manipulations, we show that putatively feedback neurons in layer 5 (hereafter "L5 feedback") in higher visual areas, AL (anterolateral area) and PM (posteromedial area), display distinct visual properties in awake head-fixed mice. AL L5 feedback neurons prefer significantly lower SF (mean: 0.04 cycles per degree [cpd]) compared to PM L5 feedback neurons (0.15 cpd). Importantly, silencing AL L5 feedback reduced visual responses of V1 neurons preferring low SF (mean change in firing rate: -8.0%), whereas silencing PM L5 feedback suppressed responses of high-SF-preferring V1 neurons (-20.4%). These findings suggest that feedback connections from higher visual areas convey distinctly tuned visual inputs to V1 that serve to boost V1 neurons' responses to SF. Such like-to-like functional organization may represent an important feature of feedback pathways in sensory systems and in the nervous system in general. Copyright © 2017 Elsevier Ltd. All rights reserved.

Counterintuitive Effects of Online Feedback in Middle School Math: Results from a Randomized Controlled Trial in ASSISTments

ERIC Educational Resources Information Center

McGuire, Patrick; Tu, Shihfen; Logue, Mary Ellin; Mason, Craig A.; Ostrow, Korinn

2017-01-01

This study compared the effects of three different feedback formats provided to sixth grade mathematics students within a web-based online learning platform, ASSISTments. A sample of 196 students were randomly assigned to one of three conditions: (1) text-based feedback; (2) image-based feedback; and (3) correctness only feedback. Regardless of…

Making Space for Innovative Practice Supporting Teaching and Learning through Integrating Online Peer-to-Peer Feedback between Geographically Separated Students

ERIC Educational Resources Information Center

Kim, Cathleen K. H.

2017-01-01

This dissertation is comprised of three linked studies investigating integrating online feedback practices into traditional classrooms. It focuses on one innovative practice, that of online peer-to-peer feedback, and highlights aspects of the process of developing this practice in each article. Each article relies on separate but connected…

Effects of aging on pointing movements under restricted visual feedback conditions.

PubMed

Zhang, Liancun; Yang, Jiajia; Inai, Yoshinobu; Huang, Qiang; Wu, Jinglong

2015-04-01

The goal of this study was to investigate the effects of aging on pointing movements under restricted visual feedback of hand movement and target location. Fifteen young subjects and fifteen elderly subjects performed pointing movements under four restricted visual feedback conditions that included full visual feedback of hand movement and target location (FV), no visual feedback of hand movement and target location condition (NV), no visual feedback of hand movement (NM) and no visual feedback of target location (NT). This study suggested that Fitts' law applied for pointing movements of the elderly adults under different visual restriction conditions. Moreover, significant main effect of aging on movement times has been found in all four tasks. The peripheral and central changes may be the key factors for these different characteristics. Furthermore, no significant main effects of age on the mean accuracy rate under condition of restricted visual feedback were found. The present study suggested that the elderly subjects made a very similar use of the available sensory information as young subjects under restricted visual feedback conditions. In addition, during the pointing movement, information about the hand's movement was more useful than information about the target location for young and elderly subjects. Copyright © 2014 Elsevier B.V. All rights reserved.

Effects of Visual Feedback Distortion on Gait Adaptation: Comparison of Implicit Visual Distortion Versus Conscious Modulation on Retention of Motor Learning.

PubMed

Kim, Seung-Jae; Ogilvie, Mitchell; Shimabukuro, Nathan; Stewart, Trevor; Shin, Joon-Ho

2015-09-01

Visual feedback can be used during gait rehabilitation to improve the efficacy of training. We presented a paradigm called visual feedback distortion; the visual representation of step length was manipulated during treadmill walking. Our prior work demonstrated that an implicit distortion of visual feedback of step length entails an unintentional adaptive process in the subjects' spatial gait pattern. Here, we investigated whether the implicit visual feedback distortion, versus conscious correction, promotes efficient locomotor adaptation that relates to greater retention of a task. Thirteen healthy subjects were studied under two conditions: (1) we implicitly distorted the visual representation of their gait symmetry over 14 min, and (2) with help of visual feedback, subjects were told to walk on the treadmill with the intent of attaining the gait asymmetry observed during the first implicit trial. After adaptation, the visual feedback was removed while subjects continued walking normally. Over this 6-min period, retention of preserved asymmetric pattern was assessed. We found that there was a greater retention rate during the implicit distortion trial than that of the visually guided conscious modulation trial. This study highlights the important role of implicit learning in the context of gait rehabilitation by demonstrating that training with implicit visual feedback distortion may produce longer lasting effects. This suggests that using visual feedback distortion could improve the effectiveness of treadmill rehabilitation processes by influencing the retention of motor skills.

Coastal Online Analysis and Synthesis Tool 2.0 (COAST)

NASA Technical Reports Server (NTRS)

Brown, Richard B.; Navard, Andrew R.; Nguyen, Beth T.

2009-01-01

The Coastal Online Assessment and Synthesis Tool (COAST) 3D geobrowser has been developed to integrate disparate coastal datasets from NASA and other sources into a desktop tool that provides new data visualization and analysis capabilities for coastal researchers, managers, and residents. It is built upon the widely used NASA-developed open source World Wind geobrowser from NASA Ames (Patrick Hogan et al.) .Net and C# version is used for development. It is leveraged off of World Wind community shared code samples and COAST 2.0 enhancement direction is based on Coastal science community feedback and needs assessment (GOMA). The main objective is to empower the user to bring more user-meaningful data into multi-layered, multi-temporal spatial context.

Speed but not amplitude of visual feedback exacerbates force variability in older adults.

PubMed

Kim, Changki; Yacoubi, Basma; Christou, Evangelos A

2018-06-23

Magnification of visual feedback (VF) impairs force control in older adults. In this study, we aimed to determine whether the age-associated increase in force variability with magnification of visual feedback is a consequence of increased amplitude or speed of visual feedback. Seventeen young and 18 older adults performed a constant isometric force task with the index finger at 5% of MVC. We manipulated the vertical (force gain) and horizontal (time gain) aspect of the visual feedback so participants performed the task with the following VF conditions: (1) high amplitude-fast speed; (2) low amplitude-slow speed; (3) high amplitude-slow speed. Changing the visual feedback from low amplitude-slow speed to high amplitude-fast speed increased force variability in older adults but decreased it in young adults (P < 0.01). Changing the visual feedback from low amplitude-slow speed to high amplitude-slow speed did not alter force variability in older adults (P > 0.2), but decreased it in young adults (P < 0.01). Changing the visual feedback from high amplitude-slow speed to high amplitude-fast speed increased force variability in older adults (P < 0.01) but did not alter force variability in young adults (P > 0.2). In summary, increased force variability in older adults with magnification of visual feedback was evident only when the speed of visual feedback increased. Thus, we conclude that in older adults deficits in the rate of processing visual information and not deficits in the processing of more visual information impair force control.

`Let your data tell a story:' climate change experts and students navigating disciplinary argumentation in the classroom

NASA Astrophysics Data System (ADS)

Walsh, Elizabeth Mary; McGowan, Veronica Cassone

2017-01-01

Science education trends promote student engagement in authentic knowledge in practice to tackle personally consequential problems. This study explored how partnering scientists and students on a social media platform supported students' development of disciplinary practice knowledge through practice-based learning with experts during two pilot enactments of a project-based curriculum focusing on the ecological impacts of climate change. Through the online platform, scientists provided feedback on students' infographics, visual argumentation artifacts that use data to communicate about climate change science. We conceptualize the infographics and professional data sets as boundary objects that supported authentic argumentation practices across classroom and professional contexts, but found that student generated data was not robust enough to cross these boundaries. Analysis of the structure and content of the scientists' feedback revealed that when critiquing argumentation, scientists initiated engagement in multiple scientific practices, supporting a holistic rather than discrete model of practice-based learning. While traditional classroom inquiry has emphasized student experimentation, we found that engagement with existing professional data sets provided students with a platform for developing expertise in systemic scientific practices during argument construction. We further found that many students increased the complexity and improved the visual presentation of their arguments after feedback.

Effect of visual feedback on brain activation during motor tasks: an FMRI study.

PubMed

Noble, Jeremy W; Eng, Janice J; Boyd, Lara A

2013-07-01

This study examined the effect of visual feedback and force level on the neural mechanisms responsible for the performance of a motor task. We used a voxel-wise fMRI approach to determine the effect of visual feedback (with and without) during a grip force task at 35% and 70% of maximum voluntary contraction. Two areas (contralateral rostral premotor cortex and putamen) displayed an interaction between force and feedback conditions. When the main effect of feedback condition was analyzed, higher activation when visual feedback was available was found in 22 of the 24 active brain areas, while the two other regions (contralateral lingual gyrus and ipsilateral precuneus) showed greater levels of activity when no visual feedback was available. The results suggest that there is a potentially confounding influence of visual feedback on brain activation during a motor task, and for some regions, this is dependent on the level of force applied.

Real-time vision, tactile cues, and visual form agnosia: removing haptic feedback from a “natural” grasping task induces pantomime-like grasps

PubMed Central

Whitwell, Robert L.; Ganel, Tzvi; Byrne, Caitlin M.; Goodale, Melvyn A.

2015-01-01

Investigators study the kinematics of grasping movements (prehension) under a variety of conditions to probe visuomotor function in normal and brain-damaged individuals. “Natural” prehensile acts are directed at the goal object and are executed using real-time vision. Typically, they also entail the use of tactile, proprioceptive, and kinesthetic sources of haptic feedback about the object (“haptics-based object information”) once contact with the object has been made. Natural and simulated (pantomimed) forms of prehension are thought to recruit different cortical structures: patient DF, who has visual form agnosia following bilateral damage to her temporal-occipital cortex, loses her ability to scale her grasp aperture to the size of targets (“grip scaling”) when her prehensile movements are based on a memory of a target previewed 2 s before the cue to respond or when her grasps are directed towards a visible virtual target but she is denied haptics-based information about the target. In the first of two experiments, we show that when DF performs real-time pantomimed grasps towards a 7.5 cm displaced imagined copy of a visible object such that her fingers make contact with the surface of the table, her grip scaling is in fact quite normal. This finding suggests that real-time vision and terminal tactile feedback are sufficient to preserve DF’s grip scaling slopes. In the second experiment, we examined an “unnatural” grasping task variant in which a tangible target (along with any proxy such as the surface of the table) is denied (i.e., no terminal tactile feedback). To do this, we used a mirror-apparatus to present virtual targets with and without a spatially coincident copy for the participants to grasp. We compared the grasp kinematics from trials with and without terminal tactile feedback to a real-time-pantomimed grasping task (one without tactile feedback) in which participants visualized a copy of the visible target as instructed in our laboratory in the past. Compared to natural grasps, removing tactile feedback increased RT, slowed the velocity of the reach, reduced in-flight grip aperture, increased the slopes relating grip aperture to target width, and reduced the final grip aperture (FGA). All of these effects were also observed in the real time-pantomime grasping task. These effects seem to be independent of those that arise from using the mirror in general as we also compared grasps directed towards virtual targets to those directed at real ones viewed directly through a pane of glass. These comparisons showed that the grasps directed at virtual targets increased grip aperture, slowed the velocity of the reach, and reduced the slopes relating grip aperture to the widths of the target. Thus, using the mirror has real consequences on grasp kinematics, reflecting the importance of task-relevant sources of online visual information for the programming and updating of natural prehensile movements. Taken together, these results provide compelling support for the view that removing terminal tactile feedback, even when the grasps are target-directed, induces a switch from real-time visual control towards one that depends more on visual perception and cognitive supervision. Providing terminal tactile feedback and real-time visual information can evidently keep the dorsal visuomotor system operating normally for prehensile acts. PMID:25999834

Real-time vision, tactile cues, and visual form agnosia: removing haptic feedback from a "natural" grasping task induces pantomime-like grasps.

PubMed

Whitwell, Robert L; Ganel, Tzvi; Byrne, Caitlin M; Goodale, Melvyn A

2015-01-01

Investigators study the kinematics of grasping movements (prehension) under a variety of conditions to probe visuomotor function in normal and brain-damaged individuals. "Natural" prehensile acts are directed at the goal object and are executed using real-time vision. Typically, they also entail the use of tactile, proprioceptive, and kinesthetic sources of haptic feedback about the object ("haptics-based object information") once contact with the object has been made. Natural and simulated (pantomimed) forms of prehension are thought to recruit different cortical structures: patient DF, who has visual form agnosia following bilateral damage to her temporal-occipital cortex, loses her ability to scale her grasp aperture to the size of targets ("grip scaling") when her prehensile movements are based on a memory of a target previewed 2 s before the cue to respond or when her grasps are directed towards a visible virtual target but she is denied haptics-based information about the target. In the first of two experiments, we show that when DF performs real-time pantomimed grasps towards a 7.5 cm displaced imagined copy of a visible object such that her fingers make contact with the surface of the table, her grip scaling is in fact quite normal. This finding suggests that real-time vision and terminal tactile feedback are sufficient to preserve DF's grip scaling slopes. In the second experiment, we examined an "unnatural" grasping task variant in which a tangible target (along with any proxy such as the surface of the table) is denied (i.e., no terminal tactile feedback). To do this, we used a mirror-apparatus to present virtual targets with and without a spatially coincident copy for the participants to grasp. We compared the grasp kinematics from trials with and without terminal tactile feedback to a real-time-pantomimed grasping task (one without tactile feedback) in which participants visualized a copy of the visible target as instructed in our laboratory in the past. Compared to natural grasps, removing tactile feedback increased RT, slowed the velocity of the reach, reduced in-flight grip aperture, increased the slopes relating grip aperture to target width, and reduced the final grip aperture (FGA). All of these effects were also observed in the real time-pantomime grasping task. These effects seem to be independent of those that arise from using the mirror in general as we also compared grasps directed towards virtual targets to those directed at real ones viewed directly through a pane of glass. These comparisons showed that the grasps directed at virtual targets increased grip aperture, slowed the velocity of the reach, and reduced the slopes relating grip aperture to the widths of the target. Thus, using the mirror has real consequences on grasp kinematics, reflecting the importance of task-relevant sources of online visual information for the programming and updating of natural prehensile movements. Taken together, these results provide compelling support for the view that removing terminal tactile feedback, even when the grasps are target-directed, induces a switch from real-time visual control towards one that depends more on visual perception and cognitive supervision. Providing terminal tactile feedback and real-time visual information can evidently keep the dorsal visuomotor system operating normally for prehensile acts.

Behavioral and neural effects of congruency of visual feedback during short-term motor learning.

PubMed

Ossmy, Ori; Mukamel, Roy

2018-05-15

Visual feedback can facilitate or interfere with movement execution. Here, we describe behavioral and neural mechanisms by which the congruency of visual feedback during physical practice of a motor skill modulates subsequent performance gains. 18 healthy subjects learned to execute rapid sequences of right hand finger movements during fMRI scans either with or without visual feedback. Feedback consisted of a real-time, movement-based display of virtual hands that was either congruent (right virtual hand movement), or incongruent (left virtual hand movement yoked to the executing right hand). At the group level, right hand performance gains following training with congruent visual feedback were significantly higher relative to training without visual feedback. Conversely, performance gains following training with incongruent visual feedback were significantly lower. Interestingly, across individual subjects these opposite effects correlated. Activation in the Supplementary Motor Area (SMA) during training corresponded to individual differences in subsequent performance gains. Furthermore, functional coupling of SMA with visual cortices predicted individual differences in behavior. Our results demonstrate that some individuals are more sensitive than others to congruency of visual feedback during short-term motor learning and that neural activation in SMA correlates with such inter-individual differences. Copyright © 2017 Elsevier Inc. All rights reserved.

Online Collaborative Writing for ESL Learners Using Blogs and Feedback Checklists

ERIC Educational Resources Information Center

Grami, Grami Mohammad A.

2012-01-01

This paper reports on the experience of seven Saudi female ESL students who worked collaboratively in an interactive online writing environment over a period of four weeks. It chronicles their experiences with online writing tasks, documents their responses to online feedback, and examines their attempts to cope with different settings and…

Learners' Interpersonal Beliefs and Generated Feedback in an Online Role-Playing Peer-Feedback Activity: An Exploratory Study

ERIC Educational Resources Information Center

Ching, Yu-Hui; Hsu, Yu-Chang

2016-01-01

Peer feedback affords interaction and critical thinking opportunities for learners in online courses. However, various factors prevent learners from taking advantage of these promising benefits. This study explored learners' perceptions of the interpersonal factors in a role-playing peer-feedback activity, and examined the types of peer feedback…

The Use of Online Corrective Feedback in Academic Writing by L1 Malay Learners

ERIC Educational Resources Information Center

Yoke, Soo Kum; Rajendran, Cecilia Bai; Sain, Noridah; Kamaludin, Puteri Nur Hidayah; Nawi, Sofwah Md; Yusof, Suhaili

2013-01-01

Conventional corrective feedback has been widely practiced but has been said to be tedious, stressful and time consuming. As such, the focus of this study is to investigate the use of an alternative method to giving corrective feedback namely, an online corrective feedback through e-mail. In order to examine if this innovative form of corrective…

The effect of multimodal and enriched feedback on SMR-BCI performance.

PubMed

Sollfrank, T; Ramsay, A; Perdikis, S; Williamson, J; Murray-Smith, R; Leeb, R; Millán, J D R; Kübler, A

2016-01-01

This study investigated the effect of multimodal (visual and auditory) continuous feedback with information about the uncertainty of the input signal on motor imagery based BCI performance. A liquid floating through a visualization of a funnel (funnel feedback) provided enriched visual or enriched multimodal feedback. In a between subject design 30 healthy SMR-BCI naive participants were provided with either conventional bar feedback (CB), or visual funnel feedback (UF), or multimodal (visual and auditory) funnel feedback (MF). Subjects were required to imagine left and right hand movement and were trained to control the SMR based BCI for five sessions on separate days. Feedback accuracy varied largely between participants. The MF feedback lead to a significantly better performance in session 1 as compared to the CB feedback and could significantly enhance motivation and minimize frustration in BCI use across the five training sessions. The present study demonstrates that the BCI funnel feedback allows participants to modulate sensorimotor EEG rhythms. Participants were able to control the BCI with the funnel feedback with better performance during the initial session and less frustration compared to the CB feedback. The multimodal funnel feedback provides an alternative to the conventional cursorbar feedback for training subjects to modulate their sensorimotor rhythms. Copyright © 2015 International Federation of Clinical Neurophysiology. Published by Elsevier Ireland Ltd. All rights reserved.

Walking Speed Influences the Effects of Implicit Visual Feedback Distortion on Modulation of Gait Symmetry

PubMed Central

Maestas, Gabrielle; Hu, Jiyao; Trevino, Jessica; Chunduru, Pranathi; Kim, Seung-Jae; Lee, Hyunglae

2018-01-01

The use of visual feedback in gait rehabilitation has been suggested to promote recovery of locomotor function by incorporating interactive visual components. Our prior work demonstrated that visual feedback distortion of changes in step length symmetry entails an implicit or unconscious adaptive process in the subjects’ spatial gait patterns. We investigated whether the effect of the implicit visual feedback distortion would persist at three different walking speeds (slow, self-preferred and fast speeds) and how different walking speeds would affect the amount of adaption. In the visual feedback distortion paradigm, visual vertical bars portraying subjects’ step lengths were distorted so that subjects perceived their step lengths to be asymmetric during testing. Measuring the adjustments in step length during the experiment showed that healthy subjects made spontaneous modulations away from actual symmetry in response to the implicit visual distortion, no matter the walking speed. In all walking scenarios, the effects of implicit distortion became more significant at higher distortion levels. In addition, the amount of adaptation induced by the visual distortion was significantly greater during walking at preferred or slow speed than at the fast speed. These findings indicate that although a link exists between supraspinal function through visual system and human locomotion, sensory feedback control for locomotion is speed-dependent. Ultimately, our results support the concept that implicit visual feedback can act as a dominant form of feedback in gait modulation, regardless of speed. PMID:29632481

The Effects of Facilitating Feedback on Online Learners' Cognitive Engagement: Evidence from the Asynchronous Online Discussion

ERIC Educational Resources Information Center

Guo, Wenge; Chen, Ye; Lei, Jing; Wen, Yan

2014-01-01

With a large-scale online K-12 teacher professional development course as the research context, this study examined the effects of facilitating feedback on online learners' cognitive engagement using quasi-experiment method. A total of 1,540 discussion messages from 110 learners (65 in the experimental group and 45 in the control group) were both…

A Comparison of Electronic and Paper-Based Assignment Submission and Feedback

ERIC Educational Resources Information Center

Bridge, Pete; Appleyard, Rob

2008-01-01

This paper presents the results of a study evaluating student perceptions of online assignment submission. 47 students submitted assignments and received feedback via features within the Virtual Learning Environment Blackboard[TM]. The students then completed questionnaires comparing their experience of online submission and feedback with…

A 2D virtual reality system for visual goal-driven navigation in zebrafish larvae

PubMed Central

Jouary, Adrien; Haudrechy, Mathieu; Candelier, Raphaël; Sumbre, German

2016-01-01

Animals continuously rely on sensory feedback to adjust motor commands. In order to study the role of visual feedback in goal-driven navigation, we developed a 2D visual virtual reality system for zebrafish larvae. The visual feedback can be set to be similar to what the animal experiences in natural conditions. Alternatively, modification of the visual feedback can be used to study how the brain adapts to perturbations. For this purpose, we first generated a library of free-swimming behaviors from which we learned the relationship between the trajectory of the larva and the shape of its tail. Then, we used this technique to infer the intended displacements of head-fixed larvae, and updated the visual environment accordingly. Under these conditions, larvae were capable of aligning and swimming in the direction of a whole-field moving stimulus and produced the fine changes in orientation and position required to capture virtual prey. We demonstrate the sensitivity of larvae to visual feedback by updating the visual world in real-time or only at the end of the discrete swimming episodes. This visual feedback perturbation caused impaired performance of prey-capture behavior, suggesting that larvae rely on continuous visual feedback during swimming. PMID:27659496

Does visual feedback during walking result in similar improvements in trunk control for young and older healthy adults?

PubMed

Anson, Eric; Rosenberg, Russell; Agada, Peter; Kiemel, Tim; Jeka, John

2013-11-26

Most current applications of visual feedback to improve postural control are limited to a fixed base of support and produce mixed results regarding improved postural control and transfer to functional tasks. Currently there are few options available to provide visual feedback regarding trunk motion while walking. We have developed a low cost platform to provide visual feedback of trunk motion during walking. Here we investigated whether augmented visual position feedback would reduce trunk movement variability in both young and older healthy adults. The subjects who participated were 10 young and 10 older adults. Subjects walked on a treadmill under conditions of visual position feedback and no feedback. The visual feedback consisted of anterior-posterior (AP) and medial-lateral (ML) position of the subject's trunk during treadmill walking. Fourier transforms of the AP and ML trunk kinematics were used to calculate power spectral densities which were integrated as frequency bins "below the gait cycle" and "gait cycle and above" for analysis purposes. Visual feedback reduced movement power at very low frequencies for lumbar and neck translation but not trunk angle in both age groups. At very low frequencies of body movement, older adults had equivalent levels of movement variability with feedback as young adults without feedback. Lower variability was specific to translational (not angular) trunk movement. Visual feedback did not affect any of the measured lower extremity gait pattern characteristics of either group, suggesting that changes were not invoked by a different gait pattern. Reduced translational variability while walking on the treadmill reflects more precise control maintaining a central position on the treadmill. Such feedback may provide an important technique to augment rehabilitation to minimize body translation while walking. Individuals with poor balance during walking may benefit from this type of training to enhance path consistency during over-ground locomotion.

Interaction in Spoken Word Recognition Models: Feedback Helps.

PubMed

Magnuson, James S; Mirman, Daniel; Luthra, Sahil; Strauss, Ted; Harris, Harlan D

2018-01-01

Human perception, cognition, and action requires fast integration of bottom-up signals with top-down knowledge and context. A key theoretical perspective in cognitive science is the interactive activation hypothesis: forward and backward flow in bidirectionally connected neural networks allows humans and other biological systems to approximate optimal integration of bottom-up and top-down information under real-world constraints. An alternative view is that online feedback is neither necessary nor helpful; purely feed forward alternatives can be constructed for any feedback system, and online feedback could not improve processing and would preclude veridical perception. In the domain of spoken word recognition, the latter view was apparently supported by simulations using the interactive activation model, TRACE, with and without feedback: as many words were recognized more quickly without feedback as were recognized faster with feedback, However, these simulations used only a small set of words and did not address a primary motivation for interaction: making a model robust in noise. We conducted simulations using hundreds of words, and found that the majority were recognized more quickly with feedback than without. More importantly, as we added noise to inputs, accuracy and recognition times were better with feedback than without. We follow these simulations with a critical review of recent arguments that online feedback in interactive activation models like TRACE is distinct from other potentially helpful forms of feedback. We conclude that in addition to providing the benefits demonstrated in our simulations, online feedback provides a plausible means of implementing putatively distinct forms of feedback, supporting the interactive activation hypothesis.

Interaction in Spoken Word Recognition Models: Feedback Helps

PubMed Central

Magnuson, James S.; Mirman, Daniel; Luthra, Sahil; Strauss, Ted; Harris, Harlan D.

2018-01-01

Human perception, cognition, and action requires fast integration of bottom-up signals with top-down knowledge and context. A key theoretical perspective in cognitive science is the interactive activation hypothesis: forward and backward flow in bidirectionally connected neural networks allows humans and other biological systems to approximate optimal integration of bottom-up and top-down information under real-world constraints. An alternative view is that online feedback is neither necessary nor helpful; purely feed forward alternatives can be constructed for any feedback system, and online feedback could not improve processing and would preclude veridical perception. In the domain of spoken word recognition, the latter view was apparently supported by simulations using the interactive activation model, TRACE, with and without feedback: as many words were recognized more quickly without feedback as were recognized faster with feedback, However, these simulations used only a small set of words and did not address a primary motivation for interaction: making a model robust in noise. We conducted simulations using hundreds of words, and found that the majority were recognized more quickly with feedback than without. More importantly, as we added noise to inputs, accuracy and recognition times were better with feedback than without. We follow these simulations with a critical review of recent arguments that online feedback in interactive activation models like TRACE is distinct from other potentially helpful forms of feedback. We conclude that in addition to providing the benefits demonstrated in our simulations, online feedback provides a plausible means of implementing putatively distinct forms of feedback, supporting the interactive activation hypothesis. PMID:29666593

Computerized visual feedback: an adjunct to robotic-assisted gait training.

PubMed

Banz, Raphael; Bolliger, Marc; Colombo, Gery; Dietz, Volker; Lünenburger, Lars

2008-10-01

Robotic devices for walking rehabilitation allow new possibilities for providing performance-related information to patients during gait training. Based on motor learning principles, augmented feedback during robotic-assisted gait training might improve the rehabilitation process used to regain walking function. This report presents a method to provide visual feedback implemented in a driven gait orthosis (DGO). The purpose of the study was to compare the immediate effect on motor output in subjects during robotic-assisted gait training when they used computerized visual feedback and when they followed verbal instructions of a physical therapist. Twelve people with neurological gait disorders due to incomplete spinal cord injury participated. Subjects were instructed to walk within the DGO in 2 different conditions. They were asked to increase their motor output by following the instructions of a therapist and by observing visual feedback. In addition, the subjects' opinions about using visual feedback were investigated by a questionnaire. Computerized visual feedback and verbal instructions by the therapist were observed to result in a similar change in motor output in subjects when walking within the DGO. Subjects reported that they were more motivated and concentrated on their movements when using computerized visual feedback compared with when no form of feedback was provided. Computerized visual feedback is a valuable adjunct to robotic-assisted gait training. It represents a relevant tool to increase patients' motor output, involvement, and motivation during gait training, similar to verbal instructions by a therapist.

Multiple Motor Learning Strategies in Visuomotor Rotation

PubMed Central

Saijo, Naoki; Gomi, Hiroaki

2010-01-01

Background When exposed to a continuous directional discrepancy between movements of a visible hand cursor and the actual hand (visuomotor rotation), subjects adapt their reaching movements so that the cursor is brought to the target. Abrupt removal of the discrepancy after training induces reaching error in the direction opposite to the original discrepancy, which is called an aftereffect. Previous studies have shown that training with gradually increasing visuomotor rotation results in a larger aftereffect than with a suddenly increasing one. Although the aftereffect difference implies a difference in the learning process, it is still unclear whether the learned visuomotor transformations are qualitatively different between the training conditions. Methodology/Principal Findings We examined the qualitative changes in the visuomotor transformation after the learning of the sudden and gradual visuomotor rotations. The learning of the sudden rotation led to a significant increase of the reaction time for arm movement initiation and then the reaching error decreased, indicating that the learning is associated with an increase of computational load in motor preparation (planning). In contrast, the learning of the gradual rotation did not change the reaction time but resulted in an increase of the gain of feedback control, suggesting that the online adjustment of the reaching contributes to the learning of the gradual rotation. When the online cursor feedback was eliminated during the learning of the gradual rotation, the reaction time increased, indicating that additional computations are involved in the learning of the gradual rotation. Conclusions/Significance The results suggest that the change in the motor planning and online feedback adjustment of the movement are involved in the learning of the visuomotor rotation. The contributions of those computations to the learning are flexibly modulated according to the visual environment. Such multiple learning strategies would be required for reaching adaptation within a short training period. PMID:20195373

Online Assessment Feedback: Competitive, Individualistic, or? Preferred Form!

ERIC Educational Resources Information Center

Bower, Matt

2005-01-01

This study investigated the "the effects of receiving the preferred form of online assessment feedback upon middle school mathematics students." Students completed a Web-based quadratics equations learning module followed by a randomly generated online quiz that they could practise as often as they liked. The effect of receiving their preferred…

Online screening and feedback to increase help-seeking for mental health problems: population-based randomised controlled trial.

PubMed

Batterham, Philip J; Calear, Alison L; Sunderland, Matthew; Carragher, Natacha; Brewer, Jacqueline L

2016-01-01

Community-based screening for mental health problems may increase service use through feedback to individuals about their severity of symptoms and provision of contacts for appropriate services. The effect of symptom feedback on service use was assessed. Secondary outcomes included symptom change and study attrition. Using online recruitment, 2773 participants completed a comprehensive survey including screening for depression ( n =1366) or social anxiety ( n =1407). Across these two versions, approximately half ( n =1342) of the participants were then randomly allocated to receive tailored feedback. Participants were reassessed after 3 months (Australian New Zealand Clinical Trials Registry ANZCTR12614000324617). A negative effect of providing social anxiety feedback to individuals was observed, with significant reductions in professional service use. Greater attrition and lower intentions to seek help were also observed after feedback. Online mental health screening with feedback is not effective for promoting professional service use. Alternative models of online screening require further investigation. None. © The Royal College of Psychiatrists 2016. This is an open access article distributed under the terms of the Creative Commons Non-Commercial, No Derivatives (CC BY-NC-ND) licence.

Online screening and feedback to increase help-seeking for mental health problems: population-based randomised controlled trial

PubMed Central

Calear, Alison L.; Sunderland, Matthew; Carragher, Natacha; Brewer, Jacqueline L.

2016-01-01

Background Community-based screening for mental health problems may increase service use through feedback to individuals about their severity of symptoms and provision of contacts for appropriate services. Aims The effect of symptom feedback on service use was assessed. Secondary outcomes included symptom change and study attrition. Method Using online recruitment, 2773 participants completed a comprehensive survey including screening for depression (n=1366) or social anxiety (n=1407). Across these two versions, approximately half (n=1342) of the participants were then randomly allocated to receive tailored feedback. Participants were reassessed after 3 months (Australian New Zealand Clinical Trials Registry ANZCTR12614000324617). Results A negative effect of providing social anxiety feedback to individuals was observed, with significant reductions in professional service use. Greater attrition and lower intentions to seek help were also observed after feedback. Conclusions Online mental health screening with feedback is not effective for promoting professional service use. Alternative models of online screening require further investigation. Declaration of interest None. Copyright and usage © The Royal College of Psychiatrists 2016. This is an open access article distributed under the terms of the Creative Commons Non-Commercial, No Derivatives (CC BY-NC-ND) licence. PMID:27703756

Teaching Quality Evaluation: Online vs Manually, Facts and Myths

ERIC Educational Resources Information Center

Esmael, Salman

2017-01-01

Aim/Purpose: This study aimed to examine whether there is a difference between manual feedback and online feedback with regard to feedback quality, respondents' percentage, reliability and the amount of verbal comments written by students. Background: The quality of teaching is an important component of academic work. There are various methods for…

Factors Predicting Online Graduate Students' Responsiveness to Feedback from Their Professors

ERIC Educational Resources Information Center

Breslin, Mary R.

2012-01-01

College students act on their professors' feedback less often and less completely than their professors would like. The problem this study addressed is that the relative predictive value of factors concerning graduate students in online courses acting on their professors' feedback is unknown. By focusing on graduate students in…

Does Feedback Influence Student Postings to Online Discussions?

ERIC Educational Resources Information Center

Meyer, Katrina A.

2007-01-01

Feedback theory proposes that feedback influences the behavior of a system and its parts and that is governed by rules. This exploratory study attempts to test this theory in a graduate-level class on leadership theory. Twelve students were asked to participate in five online discussions, each lasting one week. The questions for each discussion…

Real-time feedback on nonverbal clinical communication. Theoretical framework and clinician acceptance of ambient visual design.

PubMed

Hartzler, A L; Patel, R A; Czerwinski, M; Pratt, W; Roseway, A; Chandrasekaran, N; Back, A

2014-01-01

This article is part of the focus theme of Methods of Information in Medicine on "Pervasive Intelligent Technologies for Health". Effective nonverbal communication between patients and clinicians fosters both the delivery of empathic patient-centered care and positive patient outcomes. Although nonverbal skill training is a recognized need, few efforts to enhance patient-clinician communication provide visual feedback on nonverbal aspects of the clinical encounter. We describe a novel approach that uses social signal processing technology (SSP) to capture nonverbal cues in real time and to display ambient visual feedback on control and affiliation--two primary, yet distinct dimensions of interpersonal nonverbal communication. To examine the design and clinician acceptance of ambient visual feedback on nonverbal communication, we 1) formulated a model of relational communication to ground SSP and 2) conducted a formative user study using mixed methods to explore the design of visual feedback. Based on a model of relational communication, we reviewed interpersonal communication research to map nonverbal cues to signals of affiliation and control evidenced in patient-clinician interaction. Corresponding with our formulation of this theoretical framework, we designed ambient real-time visualizations that reflect variations of affiliation and control. To explore clinicians' acceptance of this visual feedback, we conducted a lab study using the Wizard-of-Oz technique to simulate system use with 16 healthcare professionals. We followed up with seven of those participants through interviews to iterate on the design with a revised visualization that addressed emergent design considerations. Ambient visual feedback on non- verbal communication provides a theoretically grounded and acceptable way to provide clinicians with awareness of their nonverbal communication style. We provide implications for the design of such visual feedback that encourages empathic patient-centered communication and include considerations of metaphor, color, size, position, and timing of feedback. Ambient visual feedback from SSP holds promise as an acceptable means for facilitating empathic patient-centered nonverbal communication.

Immediate detailed feedback to test-enhanced learning: an effective online educational tool.

PubMed

Wojcikowski, Ken; Kirk, Leslie

2013-11-01

Test-enhanced learning has gained popularity because it is an effective way to increase retention of knowledge; provided the student receives the correct answer soon after the test is taken. To determine whether detailed feedback provided to test-enhanced learning questions is an effective online educational tool for improving performance on complex biomedical information exams. A series of online multiple choice tests were developed to test knowledge of biomedical information that students were expected to know after each patient-case. Following submission of the student answers, one cohort (n = 52) received answers only while the following year, a second cohort (n = 51) received the answers with detailed feedback explaining why each answer was correct or incorrect. Students in both groups progressed through the series of online tests with little assessor intervention. Students receiving the answers along with the explanations within their feedback performed significantly better in the final biomedical information exam than those students receiving correct answers only. This pilot study found that the detailed feedback to test-enhanced learning questions is an important online learning tool. The increase in student performance in the complex biomedical information exam in this study suggests that detailed feedback should be investigated not only for increasing knowledge, but also be investigated for its effect on retention and application of knowledge.

An electrocorticographic BCI using code-based VEP for control in video applications: a single-subject study

PubMed Central

Kapeller, Christoph; Kamada, Kyousuke; Ogawa, Hiroshi; Prueckl, Robert; Scharinger, Josef; Guger, Christoph

2014-01-01

A brain-computer-interface (BCI) allows the user to control a device or software with brain activity. Many BCIs rely on visual stimuli with constant stimulation cycles that elicit steady-state visual evoked potentials (SSVEP) in the electroencephalogram (EEG). This EEG response can be generated with a LED or a computer screen flashing at a constant frequency, and similar EEG activity can be elicited with pseudo-random stimulation sequences on a screen (code-based BCI). Using electrocorticography (ECoG) instead of EEG promises higher spatial and temporal resolution and leads to more dominant evoked potentials due to visual stimulation. This work is focused on BCIs based on visual evoked potentials (VEP) and its capability as a continuous control interface for augmentation of video applications. One 35 year old female subject with implanted subdural grids participated in the study. The task was to select one out of four visual targets, while each was flickering with a code sequence. After a calibration run including 200 code sequences, a linear classifier was used during an evaluation run to identify the selected visual target based on the generated code-based VEPs over 20 trials. Multiple ECoG buffer lengths were tested and the subject reached a mean online classification accuracy of 99.21% for a window length of 3.15 s. Finally, the subject performed an unsupervised free run in combination with visual feedback of the current selection. Additionally, an algorithm was implemented that allowed to suppress false positive selections and this allowed the subject to start and stop the BCI at any time. The code-based BCI system attained very high online accuracy, which makes this approach very promising for control applications where a continuous control signal is needed. PMID:25147509

An Online Astronomy Course VS. A Interactive Classroom

NASA Astrophysics Data System (ADS)

Slater, Timothy F.; Bailey, Janelle M.; Jaeggli, Sarah A.; Jones, Lauren V.; Lee, Ariane C.

Contemporary science education reforms emphasize building instruction around students’ pre-instructional beliefs fostering a learning environment where students interact with information and phenomena and providing students with frequent feedback to help them monitor their own learning. Recently personal computers and the Internet have given students access to scientific data sets and visualization tools that only professional scientists could use a few years before. With these things in mind we designed a hypermedia learning experience for introductory astronomy (Astronomy Online) that matches Internet technology with how people learn. Astronomy Online was used as the sole delivery system for courses offered during the Fall 2002 semester. The courses are run online. In one manifestation the course was delivered to middle and secondary school teachers spread across the globe. In another version the course was delivered to college undergraduate non-science majors where the only class meetings were a single orientation session and three on-campus exams. We compare these with on-campus courses that use highly interactive teaching techniques by studying common examination questions the Astronomy Diagnostic Test an attitude survey and interviews with students

Online Impact Prioritization of Essential Climate Variables on Climate Change

NASA Astrophysics Data System (ADS)

Forsythe-Newell, S. P.; Barkstrom, B. B.; Roberts, K. P.

2007-12-01

The National Oceanic & Atmospheric Administration (NOAA)'s NCDC Scientific Data Stewardship (SDS) Team has developed an online prototype that is capable of displaying the "big picture" perspective of all Essential Climate Variable (ECV) impacts on society and value to the IPCC. This prototype ECV-Model provides the ability to visualize global ECV information with options to drill down in great detail. It offers a quantifiable prioritization of ECV impacts that potentially may significantly enhance collaboration with respect to dealing effectively with climate change. The ECV-Model prototype assures anonymity and provides an online input mechanism for subject matter experts and decision makers to access, review and submit: (1) ranking of ECV"s, (2) new ECV's and associated impact categories and (3) feedback about ECV"s, satellites, etc. Input and feedback are vetted by experts before changes or additions are implemented online. The SDS prototype also provides an intuitive one-stop web site that displays past, current and planned launches of satellites; and general as well as detailed information in conjunction with imagery. NCDC's version 1.0 release will be available to the public and provide an easy "at-a-glance" interface to rapidly identify gaps and overlaps of satellites and associated instruments monitoring climate change ECV's. The SDS version 1.1 will enhance depiction of gaps and overlaps with instruments associated with In-Situ and Satellites related to ECVs. NOAA's SDS model empowers decision makers and the scientific community to rapidly identify weaknesses and strengths in monitoring climate change ECV's and potentially significantly enhance collaboration.

Learning in depth with the bespoke rubric-supported online poster presentation

NASA Astrophysics Data System (ADS)

Lajevardipour, Alireza; Wood, Andrew

2017-08-01

In our course of Biomedical Imaging, we introduced a research project as an assignment that included an online poster presentation. To assess the assignment, an adjusted criteria sheet was created, where it facilitated providing students with an effective feedback linked to particular criteria. Students are expected to produce a scientific poster to present the result of their investigation and upload it to an online discussion board. In addition, they are required to read their colleagues' works and provide peer-feedback by asking quality questions about principles and results, also on-line. Subtle distribution of marks in the rubric balances focus between preparing poster and providing peer-feedbacks.

The Effects of Self-Generated Synchronous and Asynchronous Visual Speech Feedback on Overt Stuttering Frequency

ERIC Educational Resources Information Center

Snyder, Gregory J.; Hough, Monica Strauss; Blanchet, Paul; Ivy, Lennette J.; Waddell, Dwight

2009-01-01

Purpose: Relatively recent research documents that visual choral speech, which represents an externally generated form of synchronous visual speech feedback, significantly enhanced fluency in those who stutter. As a consequence, it was hypothesized that self-generated synchronous and asynchronous visual speech feedback would likewise enhance…

Role of Visual Feedback Treatment for Defective /s/ Sounds in Patients with Cleft Palate.

ERIC Educational Resources Information Center

Michi, Ken-ichi; And Others

1993-01-01

Six patients with cleft palate were provided treatment using either visual feedback for tongue placement and frication or no visual feedback. Results indicated the feedback was especially useful in the treatment of defective /s/ sounds in the patients who exhibited abnormal posterior tongue posturing during dental or alveolar sounds. (Author/DB)

Students Reflecting on Test Performance and Feedback: An On-Line Approach

ERIC Educational Resources Information Center

Fyfe, Georgina; Fyfe, Sue; Meyer, Jan; Ziman, Mel; Sanders, Kathy; Hill, Julie

2014-01-01

Undergraduate students accessing on-line tests in Human Biology in three Western Australian universities were asked to complete an on-line post-test reflective survey about their perceptions of their test performance in light of automated feedback. The survey allowed pre-determined choices and comment text boxes relating to students' perceptions…

What Makes Learners Share Feedback or Not in an Online Community for Education

ERIC Educational Resources Information Center

Budu, Joseph

2018-01-01

Some higher education institutions create online communities to achieve engagement between teachers and learners. Unfortunately, some members seem to prefer sharing feedback via offline means instead of doing so in the online community. From qualitative data collected via flashcards, this article has found that this preference is largely due to…

How Does Early Feedback in an Online Programming Course Change Problem Solving?

ERIC Educational Resources Information Center

Ebrahimi, Alireza

2012-01-01

How does early feedback change the programming problem solving in an online environment and help students choose correct approaches? This study was conducted in a sample of students learning programming in an online course entitled Introduction to C++ and OOP (Object Oriented Programming) using the ANGEL learning management system platform. My…

Stimulus-dependent modulation of visual neglect in a touch-screen cancellation task.

PubMed

Keller, Ingo; Volkening, Katharina; Garbacenkaite, Ruta

2015-05-01

Patients with left-sided neglect frequently show omissions and repetitive behavior on cancellation tests. Using a touch-screen-based cancellation task, we tested how visual feedback and distracters influence the number of omissions and perseverations. Eighteen patients with left-sided visual neglect and 18 healthy controls performed four different cancellation tasks on an iPad touch screen: no feedback (the display did not change during the task), visual feedback (touched targets changed their color from black to green), visual feedback with distracters (20 distracters were evenly embedded in the display; detected targets changed their color from black to green), vanishing targets (touched targets disappeared from the screen). Except for the condition with vanishing targets, neglect patients had significantly more omissions and perseverations than healthy controls in the remaining three subtests. Both conditions providing feedback by changing the target color showed the highest number of omissions. Erasure of targets nearly diminished omissions completely. The highest rate of perseverations was observed in the no-feedback condition. The implementation of distracters led to a moderate number of perseverations. Visual feedback without distracters and vanishing targets abolished perseverations nearly completely. Visual feedback and the presence of distracters aggravated hemispatial neglect. This finding is compatible with impaired disengagement from the ipsilesional side as an important factor of visual neglect. Improvement of cancellation behavior with vanishing targets could have therapeutic implications. (c) 2015 APA, all rights reserved).

Combined mirror visual and auditory feedback therapy for upper limb phantom pain: a case report

PubMed Central

2011-01-01

Introduction Phantom limb sensation and phantom limb pain is a very common issue after amputations. In recent years there has been accumulating data implicating 'mirror visual feedback' or 'mirror therapy' as helpful in the treatment of phantom limb sensation and phantom limb pain. Case presentation We present the case of a 24-year-old Caucasian man, a left upper limb amputee, treated with mirror visual feedback combined with auditory feedback with improved pain relief. Conclusion This case may suggest that auditory feedback might enhance the effectiveness of mirror visual feedback and serve as a valuable addition to the complex multi-sensory processing of body perception in patients who are amputees. PMID:21272334

Managing Written and Oral Negative Feedback in a Synchronous Online Teaching Situation

ERIC Educational Resources Information Center

Guichon, Nicolas; Betrancourt, Mireille; Prie, Yannick

2012-01-01

This case study focuses on the feedback that is provided by tutors to learners in the course of synchronous online teaching. More specifically, we study how trainee tutors used the affordances of Visu, an experimental web videoconferencing system, to provide negative feedback. Visu features classical functionalities such as video and chat, and it…

From "Hello" to Higher-Order Thinking: The Effect of Coaching and Feedback on Online Chats

ERIC Educational Resources Information Center

Stein, David S.; Wanstreet, Constance E.; Slagle, Paula; Trinko, Lynn A.; Lutz, Michelle

2013-01-01

This exploratory study examined the effect of a coaching and feedback intervention in teaching presence and social presence on higher-order thinking in an online community of inquiry. Coaching occurred before each chat, and feedback was provided immediately afterwards. The findings suggest that over time, the frequency of higher-order thinking…

Examining a Web-Based Peer Feedback System in an Introductory Computer Literacy Course

ERIC Educational Resources Information Center

Adiguzel, Tufan; Varank, Ilhan; Erkoç, Mehmet Fatih; Buyukimdat, Meryem Koskeroglu

2017-01-01

This study focused on formative use of peer feedback in an online system that was used in basic computer literacy for word processing assignment-related purposes. Specifically, the effect of quantity, modality and satisfaction of peer feedback provided through the online system on students' performance, self-efficacy, and technology acceptance was…

Enhancing the Assessment Experience: Improving Student Perceptions, Engagement and Understanding Using Online Video Feedback

ERIC Educational Resources Information Center

West, John; Turner, Will

2016-01-01

Individualised video screencasts with accompanying narration were used to provide assessment feedback to a large number (n = 299) of first-year Bachelor of Education students at Edith Cowan University in Western Australia. An anonymous online survey revealed that nearly three times as many respondents (61%) preferred video feedback to written…

Attitudes towards Online Feedback on Writing: Why Students Mistrust the Learning Potential of Models

ERIC Educational Resources Information Center

Strobl, Carola

2015-01-01

This exploratory study sheds new light on students' perceptions of online feedback types for a complex writing task, summary writing from spoken input in a foreign language (L2), and investigates how these correlate with their actual learning to write. Students tend to favour clear-cut, instructivist rather than constructivist feedback, and guided…

A Comparison of Text, Voice, and Screencasting Feedback to Online Students

ERIC Educational Resources Information Center

Orlando, John

2016-01-01

The emergence of simple video and voice recording software has allowed faculty to deliver online course content in a variety of rich formats. But most faculty are still using traditional text comments for feedback to students. The author launched a study comparing student and faculty perceptions of text, voice, and screencasting feedback. The…

Characterization of Temporal Semantic Shifts of Peer-to-Peer Communication in a Health-Related Online Community: Implications for Data-driven Health Promotion.

PubMed

Sridharan, Vishnupriya; Cohen, Trevor; Cobb, Nathan; Myneni, Sahiti

2016-01-01

With online social platforms gaining popularity as venues of behavior change, it is important to understand the ways in which these platforms facilitate peer interactions. In this paper, we characterize temporal trends in user communication through mapping of theoretically-linked semantic content. We used qualitative coding and automated text analysis to assign theoretical techniques to peer interactions in an online community for smoking cessation, subsequently facilitating temporal visualization of the observed techniques. Results indicate manifestation of several behavior change techniques such as feedback and monitoring' and 'rewards'. Automated methods yielded reasonable results (F-measure=0.77). Temporal trends among relapsers revealed reduction in communication after a relapse event. This social withdrawal may be attributed to failure guilt after the relapse. Results indicate significant change in thematic categories such as 'social support', 'natural consequences', and 'comparison of outcomes' pre and post relapse. Implications for development of behavioral support technologies that promote long-term abstinence are discussed.

Developmental remodeling of corticocortical feedback circuits in ferret visual cortex

PubMed Central

Khalil, Reem; Levitt, Jonathan B.

2014-01-01

Visual cortical areas in the mammalian brain are linked through a system of interareal feedforward and feedback connections, which presumably underlie different visual functions. We characterized the refinement of feedback projections to primary visual cortex (V1) from multiple sources in juvenile ferrets ranging in age from four to ten weeks postnatal. We studied whether the refinement of different aspects of feedback circuitry from multiple visual cortical areas proceeds at a similar rate in all areas. We injected the neuronal tracer cholera toxin B (CTb) into V1, and mapped the areal and laminar distribution of retrogradely labeled cells in extrastriate cortex. Around the time of eye opening at four weeks postnatal, the retinotopic arrangement of feedback appears essentially adultlike; however, Suprasylvian cortex supplies the greatest proportion of feedback, whereas area 18 supplies the greatest proportion in the adult. The density of feedback cells and the ratio of supragranular/infragranular feedback contribution declined in this period at a similar rate in all cortical areas. We also find significant feedback to V1 from layer IV of all extrastriate areas. The regularity of cell spacing, the proportion of feedback arising from layer IV, and the tangential extent of feedback in each area all remained essentially unchanged during this period, except for the infragranular feedback source in area 18 which expanded. Thus, while much of the basic pattern of cortical feedback to V1 is present before eye opening, there is major synchronous reorganization after eye opening, suggesting a crucial role for visual experience in this remodeling process. PMID:24665018

Developmental remodeling of corticocortical feedback circuits in ferret visual cortex.

PubMed

Khalil, Reem; Levitt, Jonathan B

2014-10-01

Visual cortical areas in the mammalian brain are linked through a system of interareal feedforward and feedback connections, which presumably underlie different visual functions. We characterized the refinement of feedback projections to primary visual cortex (V1) from multiple sources in juvenile ferrets ranging in age from 4-10 weeks postnatal. We studied whether the refinement of different aspects of feedback circuitry from multiple visual cortical areas proceeds at a similar rate in all areas. We injected the neuronal tracer cholera toxin B (CTb) into V1 and mapped the areal and laminar distribution of retrogradely labeled cells in extrastriate cortex. Around the time of eye opening at 4 weeks postnatal, the retinotopic arrangement of feedback appears essentially adult-like; however, suprasylvian cortex supplies the greatest proportion of feedback, whereas area 18 supplies the greatest proportion in the adult. The density of feedback cells and the ratio of supragranular/infragranular feedback contribution declined in this period at a similar rate in all cortical areas. We also found significant feedback to V1 from layer IV of all extrastriate areas. The regularity of cell spacing, the proportion of feedback arising from layer IV, and the tangential extent of feedback in each area all remained essentially unchanged during this period, except for the infragranular feedback source in area 18, which expanded. Thus, while much of the basic pattern of cortical feedback to V1 is present before eye opening, there is major synchronous reorganization after eye opening, suggesting a crucial role for visual experience in this remodeling process. © 2014 Wiley Periodicals, Inc.

Variable force and visual feedback effects on teleoperator man/machine performance

NASA Technical Reports Server (NTRS)

Massimino, Michael J.; Sheridan, Thomas B.

1989-01-01

An experimental study was conducted to determine the effects of various forms of visual and force feedback on human performance for several telemanipulation tasks. Experiments were conducted with varying frame rates and subtended visual angles, with and without force feedback.

What do the Numbers Say? The Influence of Motivation and Peer Feedback on Students' Behaviour in Online Discussions

ERIC Educational Resources Information Center

Xie, Kui

2013-01-01

Students' non-posting behaviour in online discussions is often neglected in educational research. However, it can be a potential indicator of student learning. This study examined the relationships between motivation, peer feedback and students’ posting and non-posting behaviours in online discussions in a distance learning class. Fifty-seven…

Predictive Effects of Online Peer Feedback Types on Performance Quality

ERIC Educational Resources Information Center

Yu, Fu-Yun; Wu, Chun-Ping

2013-01-01

This study examined the individual and combined predictive effects of two types of feedback (i.e., quantitative ratings and descriptive comments) in online peer-assessment learning systems on the quality of produced work. A total of 233 students participated in the study for six weeks. An online learning system that allows students to contribute…

Evaluation of stiffness feedback for hard nodule identification on a phantom silicone model

PubMed Central

Konstantinova, Jelizaveta; Xu, Guanghua; He, Bo; Aminzadeh, Vahid; Xie, Jun; Wurdemann, Helge; Althoefer, Kaspar

2017-01-01

Haptic information in robotic surgery can significantly improve clinical outcomes and help detect hard soft-tissue inclusions that indicate potential abnormalities. Visual representation of tissue stiffness information is a cost-effective technique. Meanwhile, direct force feedback, although considerably more expensive than visual representation, is an intuitive method of conveying information regarding tissue stiffness to surgeons. In this study, real-time visual stiffness feedback by sliding indentation palpation is proposed, validated, and compared with force feedback involving human subjects. In an experimental tele-manipulation environment, a dynamically updated color map depicting the stiffness of probed soft tissue is presented via a graphical interface. The force feedback is provided, aided by a master haptic device. The haptic device uses data acquired from an F/T sensor attached to the end-effector of a tele-manipulated robot. Hard nodule detection performance is evaluated for 2 modes (force feedback and visual stiffness feedback) of stiffness feedback on an artificial organ containing buried stiff nodules. From this artificial organ, a virtual-environment tissue model is generated based on sliding indentation measurements. Employing this virtual-environment tissue model, we compare the performance of human participants in distinguishing differently sized hard nodules by force feedback and visual stiffness feedback. Results indicate that the proposed distributed visual representation of tissue stiffness can be used effectively for hard nodule identification. The representation can also be used as a sufficient substitute for force feedback in tissue palpation. PMID:28248996

Evaluation of stiffness feedback for hard nodule identification on a phantom silicone model.

PubMed

Li, Min; Konstantinova, Jelizaveta; Xu, Guanghua; He, Bo; Aminzadeh, Vahid; Xie, Jun; Wurdemann, Helge; Althoefer, Kaspar

2017-01-01

Haptic information in robotic surgery can significantly improve clinical outcomes and help detect hard soft-tissue inclusions that indicate potential abnormalities. Visual representation of tissue stiffness information is a cost-effective technique. Meanwhile, direct force feedback, although considerably more expensive than visual representation, is an intuitive method of conveying information regarding tissue stiffness to surgeons. In this study, real-time visual stiffness feedback by sliding indentation palpation is proposed, validated, and compared with force feedback involving human subjects. In an experimental tele-manipulation environment, a dynamically updated color map depicting the stiffness of probed soft tissue is presented via a graphical interface. The force feedback is provided, aided by a master haptic device. The haptic device uses data acquired from an F/T sensor attached to the end-effector of a tele-manipulated robot. Hard nodule detection performance is evaluated for 2 modes (force feedback and visual stiffness feedback) of stiffness feedback on an artificial organ containing buried stiff nodules. From this artificial organ, a virtual-environment tissue model is generated based on sliding indentation measurements. Employing this virtual-environment tissue model, we compare the performance of human participants in distinguishing differently sized hard nodules by force feedback and visual stiffness feedback. Results indicate that the proposed distributed visual representation of tissue stiffness can be used effectively for hard nodule identification. The representation can also be used as a sufficient substitute for force feedback in tissue palpation.

Interaction between postural asymmetry and visual feedback effects in undisturbed upright stance control in healthy adults.

PubMed

Rougier, Patrice R; Boudrahem, Samir

2017-09-01

The technique of additional visual feedback has been shown to significantly decrease the center of pressure (CP) displacements of a standing subject. Body-weight asymmetry is known to increase postural instability due to difficulties in coordinating the reaction forces exerted under each foot and is often a cardinal feature of various neurological and traumatic diseases. To examine the possible interactions between additional visual feedback and body-weight asymmetry effects, healthy adults were recruited in a protocol with and without additional visual feedback, with different levels of body-weight asymmetry. CP displacements under each foot were recorded and used to compute the resultant CP displacements (CP Res ) and to estimate vertically projected center of gravity (CG v ) and CP Res -CG v displacements. Overall, six conditions were randomly proposed combining two factors: asymmetry with three BW percentage distributions (50/50, 35/65 and 20/80; left/right leg) and feedback (with or without additional VFB). The additional visual feedback technique principally reduces CG v displacements, whereas asymmetry increases CP Res -CG v displacements along the mediolateral axis. Some effects on plantar CP displacements were also observed, but only under the unloaded foot. Interestingly, no interaction between additional visual feedback and body-weight asymmetry was reported. These results suggest that the various postural effects that ensue from manipulating additional visual feedback parameters, shown previously in healthy subjects in various studies, could also apply independently of the level of asymmetry. Visual feedback effects could be observed in patients presenting weight-bearing asymmetries. Copyright © 2017 Elsevier Masson SAS. All rights reserved.

Exploring the Impact of Role-Playing on Peer Feedback in an Online Case-Based Learning Activity

ERIC Educational Resources Information Center

Ching, Yu-Hui

2014-01-01

This study explored the impact of role-playing on the quality of peer feedback and learners' perception of this strategy in a case-based learning activity with VoiceThread in an online course. The findings revealed potential positive impact of role-playing on learners' generation of constructive feedback as role-playing was associated with higher…

The role of visual and direct force feedback in robotics-assisted mitral valve annuloplasty.

PubMed

Currie, Maria E; Talasaz, Ali; Rayman, Reiza; Chu, Michael W A; Kiaii, Bob; Peters, Terry; Trejos, Ana Luisa; Patel, Rajni

2017-09-01

The objective of this work was to determine the effect of both direct force feedback and visual force feedback on the amount of force applied to mitral valve tissue during ex vivo robotics-assisted mitral valve annuloplasty. A force feedback-enabled master-slave surgical system was developed to provide both visual and direct force feedback during robotics-assisted cardiac surgery. This system measured the amount of force applied by novice and expert surgeons to cardiac tissue during ex vivo mitral valve annuloplasty repair. The addition of visual (2.16 ± 1.67), direct (1.62 ± 0.86), or both visual and direct force feedback (2.15 ± 1.08) resulted in lower mean maximum force applied to mitral valve tissue while suturing compared with no force feedback (3.34 ± 1.93 N; P < 0.05). To achieve better control of interaction forces on cardiac tissue during robotics-assisted mitral valve annuloplasty suturing, force feedback may be required. Copyright © 2016 John Wiley & Sons, Ltd.

Paradigm Shifts in Voluntary Force Control and Motor Unit Behaviors with the Manipulated Size of Visual Error Perception

PubMed Central

Chen, Yi-Ching; Lin, Yen-Ting; Chang, Gwo-Ching; Hwang, Ing-Shiou

2017-01-01

The detection of error information is an essential prerequisite of a feedback-based movement. This study investigated the differential behavior and neurophysiological mechanisms of a cyclic force-tracking task using error-reducing and error-enhancing feedback. The discharge patterns of a relatively large number of motor units (MUs) were assessed with custom-designed multi-channel surface electromyography following mathematical decomposition of the experimentally-measured signals. Force characteristics, force-discharge relation, and phase-locking cortical activities in the contralateral motor cortex to individual MUs were contrasted among the low (LSF), normal (NSF), and high scaling factor (HSF) conditions, in which the sizes of online execution errors were displayed with various amplification ratios. Along with a spectral shift of the force output toward a lower band, force output with a more phase-lead became less irregular, and tracking accuracy was worse in the LSF condition than in the HSF condition. The coherent discharge of high phasic (HP) MUs with the target signal was greater, and inter-spike intervals were larger, in the LSF condition than in the HSF condition. Force-tracking in the LSF condition manifested with stronger phase-locked EEG activity in the contralateral motor cortex to discharge of the (HP) MUs (LSF > NSF, HSF). The coherent discharge of the (HP) MUs during the cyclic force-tracking predominated the force-discharge relation, which increased inversely to the error scaling factor. In conclusion, the size of visualized error gates motor unit discharge, force-discharge relation, and the relative influences of the feedback and feedforward processes on force control. A smaller visualized error size favors voluntary force control using a feedforward process, in relation to a selective central modulation that enhance the coherent discharge of (HP) MUs. PMID:28348530

Paradigm Shifts in Voluntary Force Control and Motor Unit Behaviors with the Manipulated Size of Visual Error Perception.

PubMed

Chen, Yi-Ching; Lin, Yen-Ting; Chang, Gwo-Ching; Hwang, Ing-Shiou

2017-01-01

The detection of error information is an essential prerequisite of a feedback-based movement. This study investigated the differential behavior and neurophysiological mechanisms of a cyclic force-tracking task using error-reducing and error-enhancing feedback. The discharge patterns of a relatively large number of motor units (MUs) were assessed with custom-designed multi-channel surface electromyography following mathematical decomposition of the experimentally-measured signals. Force characteristics, force-discharge relation, and phase-locking cortical activities in the contralateral motor cortex to individual MUs were contrasted among the low (LSF), normal (NSF), and high scaling factor (HSF) conditions, in which the sizes of online execution errors were displayed with various amplification ratios. Along with a spectral shift of the force output toward a lower band, force output with a more phase-lead became less irregular, and tracking accuracy was worse in the LSF condition than in the HSF condition. The coherent discharge of high phasic (HP) MUs with the target signal was greater, and inter-spike intervals were larger, in the LSF condition than in the HSF condition. Force-tracking in the LSF condition manifested with stronger phase-locked EEG activity in the contralateral motor cortex to discharge of the (HP) MUs (LSF > NSF, HSF). The coherent discharge of the (HP) MUs during the cyclic force-tracking predominated the force-discharge relation, which increased inversely to the error scaling factor. In conclusion, the size of visualized error gates motor unit discharge, force-discharge relation, and the relative influences of the feedback and feedforward processes on force control. A smaller visualized error size favors voluntary force control using a feedforward process, in relation to a selective central modulation that enhance the coherent discharge of (HP) MUs.

Research and Teaching: Exploring the Use of an Online Quiz Game to Provide Formative Feedback in a Large-Enrollment, Introductory Biochemistry Course

ERIC Educational Resources Information Center

Milner, Rachel; Parrish, Jonathan; Wright, Adrienne; Gnarpe, Judy; Keenan, Louanne

2015-01-01

In a large-enrollment, introductory biochemistry course for nonmajors, the authors provide students with formative feedback through practice questions in PDF format. Recently, they investigated possible benefits of providing the practice questions via an online game (Brainspan). Participants were randomly assigned to either the online game group…

Online Formative Assessments in a Digital Signal Processing Course: Effects of Feedback Type and Content Difficulty on Students Learning Achievements

ERIC Educational Resources Information Center

Petrovic, J.; Pale, P.; Jeren, B.

2017-01-01

This study aimed to investigate the effects of using online formative assessments on students' learning achievements. Using a quasi-experimental study design with one control group (no formative assessments available), and two experimental groups receiving feedback in available online formative assessments (knowledge of the correct response--KCR,…

Effects of Online Sensory Feedback Restriction during the Training on Immediate and Long-Term Learning on a Finger Opposition Tapping Task

ERIC Educational Resources Information Center

Piemonte, Maria Elisa Pimentel; Kopczynski, Marcos Cammarosano; Voos, Mariana Callil; Miranda, Camila Souza; Oliveira, Tatiana de Paula

2015-01-01

Background: Online sensory feedback has been considered fundamental for motor learning. The sensory inputs experienced in previous attempts can be processed and compared to allow the online refinement of subsequent attempts, resulting on performance improvement. However, numerous studies have provided direct and indirect evidence that learning new…

The Influence of Restricted Visual Feedback on Dribbling Performance in Youth Soccer Players.

PubMed

Fransen, Job; Lovell, Thomas W J; Bennett, Kyle J M; Deprez, Dieter; Deconinck, Frederik J A; Lenoir, Matthieu; Coutts, Aaron J

2017-04-01

The aim of the current study was to examine the influence of restricted visual feedback using stroboscopic eyewear on the dribbling performance of youth soccer players. Three dribble test conditions were used in a within-subjects design to measure the effect of restricted visual feedback on soccer dribbling performance in 189 youth soccer players (age: 10-18 y) classified as fast, average or slow dribblers. The results showed that limiting visual feedback increased dribble test times across all abilities. Furthermore, the largest performance decrement between stroboscopic and full vision conditions was in fast dribblers, showing that fast dribblers were most affected by reduced visual information. This may be due to a greater dependency on visual feedback at increased speeds, which may limit the ability to maintain continuous control of the ball. These findings may have important implications for the development of soccer dribbling ability.

Visual and somatic sensory feedback of brain activity for intuitive surgical robot manipulation.

PubMed

Miura, Satoshi; Matsumoto, Yuya; Kobayashi, Yo; Kawamura, Kazuya; Nakashima, Yasutaka; Fujie, Masakatsu G

2015-01-01

This paper presents a method to evaluate the hand-eye coordination of the master-slave surgical robot by measuring the activation of the intraparietal sulcus in users brain activity during controlling virtual manipulation. The objective is to examine the changes in activity of the intraparietal sulcus when the user's visual or somatic feedback is passed through or intercepted. The hypothesis is that the intraparietal sulcus activates significantly when both the visual and somatic sense pass feedback, but deactivates when either visual or somatic is intercepted. The brain activity of three subjects was measured by the functional near-infrared spectroscopic-topography brain imaging while they used a hand controller to move a virtual arm of a surgical simulator. The experiment was performed several times with three conditions: (i) the user controlled the virtual arm naturally under both visual and somatic feedback passed, (ii) the user moved with closed eyes under only somatic feedback passed, (iii) the user only gazed at the screen under only visual feedback passed. Brain activity showed significantly better control of the virtual arm naturally (p<;0.05) when compared with moving with closed eyes or only gazing among all participants. In conclusion, the brain can activate according to visual and somatic sensory feedback agreement.

The Effectiveness of Instructor Personalized and Formative Feedback Provided by Instructor in an Online Setting: Some Unresolved Issues

ERIC Educational Resources Information Center

Planar, Dolors; Moya, Soledad

2016-01-01

Formative feedback has great potential for teaching and learning in online undergraduate programmes. There is a large number of courses where the main source of feedback is provided by the instructor. This is particularly seen in subjects where assessments are designed based on specific activities which are the same for all students, and where the…

Count Your Calories and Share Them: Health Benefits of Sharing mHealth Information on Social Networking Sites.

PubMed

Oeldorf-Hirsch, Anne; High, Andrew C; Christensen, John L

2018-04-23

This study investigates the relationship between sharing tracked mobile health (mHealth) information online, supportive communication, feedback, and health behavior. Based on the Integrated Theory of mHealth, our model asserts that sharing tracked health information on social networking sites benefits users' perceptions of their health because of the supportive communication they gain from members of their online social networks and that the amount of feedback people receive moderates these associations. Users of mHealth apps (N = 511) completed an online survey, and results revealed that both sharing tracked health information and receiving feedback from an online social network were positively associated with supportive communication. Network support both corresponded with improved health behavior and mediated the association between sharing health information and users' health behavior. As users received greater amounts of feedback from their online social networks, however, the association between sharing tracked health information and health behavior decreased. Theoretical implications for sharing tracked health information and practical implications for using mHealth apps are discussed.

Adaptation of handwriting size under distorted visual feedback in patients with Parkinson's disease and elderly and young controls

PubMed Central

Teulings, H; Contreras-Vidal, J; Stelmach, G; Adler, C

2002-01-01

Objective: The ability to use visual feedback to control handwriting size was compared in patients with Parkinson's disease (PD), elderly people, and young adults to better understand factors playing a part in parkinsonian micrographia. Methods: The participants wrote sequences of eight cursive l loops with visual target sizes of 0.5 and 2 cm on a flat panel display digitiser which both recorded and displayed the pen movements. In the pre-exposure and postexposure conditions, the display digitiser showed the actual pen trace in real time and real size. In the distortion exposure conditions, the gain of the vertical dimension of the visual feedback was either reduced to 70% or enlarged to 140%. Results: The young controls showed a gradual visuomotor adaptation that compensated for the visual feedback distortions during the exposure conditions. They also showed significant after effects during the postexposure conditions. The elderly controls marginally corrected for the size distortions and showed small after effects. The patients with PD, however, showed no trial by trial adaptations or after effects but instead, a progressive amplification of the distortion effect in each individual trial. Conclusion: The young controls used visual feedback to update their visuomotor map. The elderly controls seemed to make little use of visual feedback. The patients with Parkinson's disease rely on the visual feedback of previous or of ongoing strokes to programme subsequent strokes. This recursive feedback may play a part in the progressive reductions in handwriting size found in parkinsonian micrographia. PMID:11861687

Effects of interactive visual feedback training on post-stroke pusher syndrome: a pilot randomized controlled study.

PubMed

Yang, Yea-Ru; Chen, Yi-Hua; Chang, Heng-Chih; Chan, Rai-Chi; Wei, Shun-Hwa; Wang, Ray-Yau

2015-10-01

We investigated the effects of a computer-generated interactive visual feedback training program on the recovery from pusher syndrome in stroke patients. Assessor-blinded, pilot randomized controlled study. A total of 12 stroke patients with pusher syndrome were randomly assigned to either the experimental group (N = 7, computer-generated interactive visual feedback training) or control group (N = 5, mirror visual feedback training). The scale for contraversive pushing for severity of pusher syndrome, the Berg Balance Scale for balance performance, and the Fugl-Meyer assessment scale for motor control were the outcome measures. Patients were assessed pre- and posttraining. A comparison of pre- and posttraining assessment results revealed that both training programs led to the following significant changes: decreased severity of pusher syndrome scores (decreases of 4.0 ± 1.1 and 1.4 ± 1.0 in the experimental and control groups, respectively); improved balance scores (increases of 14.7 ± 4.3 and 7.2 ± 1.6 in the experimental and control groups, respectively); and higher scores for lower extremity motor control (increases of 8.4 ± 2.2 and 5.6 ± 3.3 in the experimental and control groups, respectively). Furthermore, the computer-generated interactive visual feedback training program produced significantly better outcomes in the improvement of pusher syndrome (p < 0.01) and balance (p < 0.05) compared with the mirror visual feedback training program. Although both training programs were beneficial, the computer-generated interactive visual feedback training program more effectively aided recovery from pusher syndrome compared with mirror visual feedback training. © The Author(s) 2014.

Effect of Animated Graphic Annotations and Immediate Visual Feedback in Aiding Japanese Pronunciation Learning: A Comparative Study

ERIC Educational Resources Information Center

Hew, Soon-Hin; Ohki, Mitsuru

2004-01-01

This study examines the effectiveness of imagery and electronic visual feedback in facilitating students' acquisition of Japanese pronunciation skills. The independent variables, animated graphic annotation (AGA) and immediate visual feedback (IVF) were integrated into a Japanese computer-assisted language learning (JCALL) program focused on the…

Improvements in force variability and structure from vision- to memory-guided submaximal isometric knee extension in subacute stroke.

PubMed

Chow, John W; Stokic, Dobrivoje S

2018-03-01

We examined changes in variability, accuracy, frequency composition, and temporal regularity of force signal from vision-guided to memory-guided force-matching tasks in 17 subacute stroke and 17 age-matched healthy subjects. Subjects performed a unilateral isometric knee extension at 10, 30, and 50% of peak torque [maximum voluntary contraction (MVC)] for 10 s (3 trials each). Visual feedback was removed at the 5-s mark in the first two trials (feedback withdrawal), and 30 s after the second trial the subjects were asked to produce the target force without visual feedback (force recall). The coefficient of variation and constant error were used to quantify force variability and accuracy. Force structure was assessed by the median frequency, relative spectral power in the 0-3-Hz band, and sample entropy of the force signal. At 10% MVC, the force signal in subacute stroke subjects became steadier, more broadband, and temporally more irregular after the withdrawal of visual feedback, with progressively larger error at higher contraction levels. Also, the lack of modulation in the spectral frequency at higher force levels with visual feedback persisted in both the withdrawal and recall conditions. In terms of changes from the visual feedback condition, the feedback withdrawal produced a greater difference between the paretic, nonparetic, and control legs than the force recall. The overall results suggest improvements in force variability and structure from vision- to memory-guided force control in subacute stroke despite decreased accuracy. Different sensory-motor memory retrieval mechanisms seem to be involved in the feedback withdrawal and force recall conditions, which deserves further study. NEW & NOTEWORTHY We demonstrate that in the subacute phase of stroke, force signals during a low-level isometric knee extension become steadier, more broadband in spectral power, and more complex after removal of visual feedback. Larger force errors are produced when recalling target forces than immediately after withdrawing visual feedback. Although visual feedback offers better accuracy, it worsens force variability and structure in subacute stroke. The feedback withdrawal and force recall conditions seem to involve different memory retrieval mechanisms.

Predictive Effects of the Quality of Online Peer-Feedback Provided and Received on Primary School Students' Quality of Question-Generation

ERIC Educational Resources Information Center

Yu, Fu-Yun; Wu, Chun-Ping

2016-01-01

The research objectives of this study were to examine the individual and combined predictive effects of the quality of online peer-feedback provided and received on primary school students' quality of question-generation. A correlational study was adopted, and performance data from 213 fifth-grade students engaged in online question-generation and…

Sonification and haptic feedback in addition to visual feedback enhances complex motor task learning.

PubMed

Sigrist, Roland; Rauter, Georg; Marchal-Crespo, Laura; Riener, Robert; Wolf, Peter

2015-03-01

Concurrent augmented feedback has been shown to be less effective for learning simple motor tasks than for complex tasks. However, as mostly artificial tasks have been investigated, transfer of results to tasks in sports and rehabilitation remains unknown. Therefore, in this study, the effect of different concurrent feedback was evaluated in trunk-arm rowing. It was then investigated whether multimodal audiovisual and visuohaptic feedback are more effective for learning than visual feedback only. Naïve subjects (N = 24) trained in three groups on a highly realistic virtual reality-based rowing simulator. In the visual feedback group, the subject's oar was superimposed to the target oar, which continuously became more transparent when the deviation between the oars decreased. Moreover, a trace of the subject's trajectory emerged if deviations exceeded a threshold. The audiovisual feedback group trained with oar movement sonification in addition to visual feedback to facilitate learning of the velocity profile. In the visuohaptic group, the oar movement was inhibited by path deviation-dependent braking forces to enhance learning of spatial aspects. All groups significantly decreased the spatial error (tendency in visual group) and velocity error from baseline to the retention tests. Audiovisual feedback fostered learning of the velocity profile significantly more than visuohaptic feedback. The study revealed that well-designed concurrent feedback fosters complex task learning, especially if the advantages of different modalities are exploited. Further studies should analyze the impact of within-feedback design parameters and the transferability of the results to other tasks in sports and rehabilitation.

Improving health care professionals' feedback on communication skills: development of an on-line resource.

PubMed

Harrison, Gill; Hayden, Sheila; Cook, Viv; Cushing, Annie

2012-09-01

This project aimed to develop an open-access on-line resource to assist health care professionals in providing effective feedback on patient-centered clinical and communication skills. The collaborative nature of the development of this learning resource is outlined and evaluation of its use is discussed. An inter-professional team of teaching staff from two London Universities employed a researcher to interview experienced clinical and academic health care professionals and gather examples of difficult feedback situations. Material was used to develop short video clips illustrating some common challenges in giving feedback on clinical and communication skills. Initial evaluation following use of the scenarios in workshops was undertaken by means of a "talking wall" technique. Evaluation indicated that the resource enhanced the learning experience by providing realistic and challenging scenarios to focus discussion. Inter-professional working and piloting the use of the video scenarios in workshops enabled the improvement and refinement of an on-line staff development resource on feedback. The on-line resource is now available as an open access learning tool, with eight scenarios and guidelines for providing effective feedback in the academic or clinical setting. It can be used for self-study or as part of a group training session. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

Delayed visual feedback affects both manual tracking and grip force control when transporting a handheld object.

PubMed

Sarlegna, Fabrice R; Baud-Bovy, Gabriel; Danion, Frédéric

2010-08-01

When we manipulate an object, grip force is adjusted in anticipation of the mechanical consequences of hand motion (i.e., load force) to prevent the object from slipping. This predictive behavior is assumed to rely on an internal representation of the object dynamic properties, which would be elaborated via visual information before the object is grasped and via somatosensory feedback once the object is grasped. Here we examined this view by investigating the effect of delayed visual feedback during dextrous object manipulation. Adult participants manually tracked a sinusoidal target by oscillating a handheld object whose current position was displayed as a cursor on a screen along with the visual target. A delay was introduced between actual object displacement and cursor motion. This delay was linearly increased (from 0 to 300 ms) and decreased within 2-min trials. As previously reported, delayed visual feedback altered performance in manual tracking. Importantly, although the physical properties of the object remained unchanged, delayed visual feedback altered the timing of grip force relative to load force by about 50 ms. Additional experiments showed that this effect was not due to task complexity nor to manual tracking. A model inspired by the behavior of mass-spring systems suggests that delayed visual feedback may have biased the representation of object dynamics. Overall, our findings support the idea that visual feedback of object motion can influence the predictive control of grip force even when the object is grasped.

A software module for implementing auditory and visual feedback on a video-based eye tracking system

NASA Astrophysics Data System (ADS)

Rosanlall, Bharat; Gertner, Izidor; Geri, George A.; Arrington, Karl F.

2016-05-01

We describe here the design and implementation of a software module that provides both auditory and visual feedback of the eye position measured by a commercially available eye tracking system. The present audio-visual feedback module (AVFM) serves as an extension to the Arrington Research ViewPoint EyeTracker, but it can be easily modified for use with other similar systems. Two modes of audio feedback and one mode of visual feedback are provided in reference to a circular area-of-interest (AOI). Auditory feedback can be either a click tone emitted when the user's gaze point enters or leaves the AOI, or a sinusoidal waveform with frequency inversely proportional to the distance from the gaze point to the center of the AOI. Visual feedback is in the form of a small circular light patch that is presented whenever the gaze-point is within the AOI. The AVFM processes data that are sent to a dynamic-link library by the EyeTracker. The AVFM's multithreaded implementation also allows real-time data collection (1 kHz sampling rate) and graphics processing that allow display of the current/past gaze-points as well as the AOI. The feedback provided by the AVFM described here has applications in military target acquisition and personnel training, as well as in visual experimentation, clinical research, marketing research, and sports training.

Brain oscillatory signatures of motor tasks

PubMed Central

Birbaumer, Niels

2015-01-01

Noninvasive brain-computer-interfaces (BCI) coupled with prosthetic devices were recently introduced in the rehabilitation of chronic stroke and other disorders of the motor system. These BCI systems and motor rehabilitation in general involve several motor tasks for training. This study investigates the neurophysiological bases of an EEG-oscillation-driven BCI combined with a neuroprosthetic device to define the specific oscillatory signature of the BCI task. Controlling movements of a hand robotic orthosis with motor imagery of the same movement generates sensorimotor rhythm oscillation changes and involves three elements of tasks also used in stroke motor rehabilitation: passive and active movement, motor imagery, and motor intention. We recorded EEG while nine healthy participants performed five different motor tasks consisting of closing and opening of the hand as follows: 1) motor imagery without any external feedback and without overt hand movement, 2) motor imagery that moves the orthosis proportional to the produced brain oscillation change with online proprioceptive and visual feedback of the hand moving through a neuroprosthetic device (BCI condition), 3) passive and 4) active movement of the hand with feedback (seeing and feeling the hand moving), and 5) rest. During the BCI condition, participants received contingent online feedback of the decrease of power of the sensorimotor rhythm, which induced orthosis movement and therefore proprioceptive and visual information from the moving hand. We analyzed brain activity during the five conditions using time-frequency domain bootstrap-based statistical comparisons and Morlet transforms. Activity during rest was used as a reference. Significant contralateral and ipsilateral event-related desynchronization of sensorimotor rhythm was present during all motor tasks, largest in contralateral-postcentral, medio-central, and ipsilateral-precentral areas identifying the ipsilateral precentral cortex as an integral part of motor regulation. Changes in task-specific frequency power compared with rest were similar between motor tasks, and only significant differences in the time course and some narrow specific frequency bands were observed between motor tasks. We identified EEG features representing active and passive proprioception (with and without muscle contraction) and active intention and passive involvement (with and without voluntary effort) differentiating brain oscillations during motor tasks that could substantially support the design of novel motor BCI-based rehabilitation therapies. The BCI task induced significantly different brain activity compared with the other motor tasks, indicating neural processes unique to the use of body actuators control in a BCI context. PMID:25810484

Effects of Real-Time Visual Feedback on Pre-Service Teachers' Singing

ERIC Educational Resources Information Center

Leong, S.; Cheng, L.

2014-01-01

This pilot study focuses on the use real-time visual feedback technology (VFT) in vocal training. The empirical research has two aims: to ascertain the effectiveness of the real-time visual feedback software "Sing & See" in the vocal training of pre-service music teachers and the teachers' perspective on their experience with…

Use of visual CO2 feedback as a retrofit solution for improving classroom air quality.

PubMed

Wargocki, P; Da Silva, N A F

2015-02-01

Carbon dioxide (CO2 ) sensors that provide a visual indication were installed in classrooms during normal school operation. During 2-week periods, teachers and students were instructed to open the windows in response to the visual CO2 feedback in 1 week and open them, as they would normally do, without visual feedback, in the other week. In the heating season, two pairs of classrooms were monitored, one pair naturally and the other pair mechanically ventilated. In the cooling season, two pairs of naturally ventilated classrooms were monitored, one pair with split cooling in operation and the other pair with no cooling. Classrooms were matched by grade. Providing visual CO2 feedback reduced CO2 levels, as more windows were opened in this condition. This increased energy use for heating and reduced the cooling requirement in summertime. Split cooling reduced the frequency of window opening only when no visual CO2 feedback was present. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Combining the Formative with the Summative: The Development of a Two-Stage Online Test to Encourage Engagement and Provide Personal Feedback in Large Classes

ERIC Educational Resources Information Center

Voelkel, Susanne

2013-01-01

The aim of this action research project was to improve student learning by encouraging more "time on task" and to improve self-assessment and feedback through the introduction of weekly online tests in a Year 2 lecture module in biological sciences. Initially voluntary online tests were offered to students and those who participated…

Visual sensation during pecking in pigeons.

PubMed

Ostheim, J

1997-10-01

During the final down-thrust of a pigeon's head, the eyes are closed gradually, a response that was thought to block visual input. This phase of pecking was therefore assumed to be under feed-forward control exclusively. Analysis of high resolution video-recordings showed that visual information collected during the down-thrust of the head could be used for 'on-line' modulations of pecks in progress. We thus concluded that the final down-thrust of the head is not exclusively controlled by feed-forward mechanisms but also by visual feedback components. We could further establish that as a rule the eyes are never closed completely but instead the eyelids form a slit which leaves a part of the pupil uncovered. The width of the slit between the pigeon' eyelids is highly sensitive to both, ambient luminance and the visual background against which seeds are offered. It was concluded that eyelid slits increase the focal depth of retinal images at extreme near-field viewing-conditions. Applying pharmacological methods we could confirm that pupil size and eyelid slit width are controlled through conjoint neuronal mechanisms. This shared neuronal network is particularly sensitive to drugs that affect dopamine receptors.

Neural Substrates of Visual Spatial Coding and Visual Feedback Control for Hand Movements in Allocentric and Target-Directed Tasks

PubMed Central

Thaler, Lore; Goodale, Melvyn A.

2011-01-01

Neuropsychological evidence suggests that different brain areas may be involved in movements that are directed at visual targets (e.g., pointing or reaching), and movements that are based on allocentric visual information (e.g., drawing or copying). Here we used fMRI to investigate the neural correlates of these two types of movements in healthy volunteers. Subjects (n = 14) performed right hand movements in either a target-directed task (moving a cursor to a target dot) or an allocentric task (moving a cursor to reproduce the distance and direction between two distal target dots) with or without visual feedback about their hand movement. Movements were monitored with an MR compatible touch panel. A whole brain analysis revealed that movements in allocentric conditions led to an increase in activity in the fundus of the left intra-parietal sulcus (IPS), in posterior IPS, in bilateral dorsal premotor cortex (PMd), and in the lateral occipital complex (LOC). Visual feedback in both target-directed and allocentric conditions led to an increase in activity in area MT+, superior parietal–occipital cortex (SPOC), and posterior IPS (all bilateral). In addition, we found that visual feedback affected brain activity differently in target-directed as compared to allocentric conditions, particularly in the pre-supplementary motor area, PMd, IPS, and parieto-occipital cortex. Our results, in combination with previous findings, suggest that the LOC is essential for allocentric visual coding and that SPOC is involved in visual feedback control. The differences in brain activity between target-directed and allocentric visual feedback conditions may be related to behavioral differences in visual feedback control. Our results advance the understanding of the visual coordinate frame used by the LOC. In addition, because of the nature of the allocentric task, our results have relevance for the understanding of neural substrates of magnitude estimation and vector coding of movements. PMID:21941474

A study on haptic collaborative game in shared virtual environment

NASA Astrophysics Data System (ADS)

Lu, Keke; Liu, Guanyang; Liu, Lingzhi

2013-03-01

A study on collaborative game in shared virtual environment with haptic feedback over computer networks is introduced in this paper. A collaborative task was used where the players located at remote sites and played the game together. The player can feel visual and haptic feedback in virtual environment compared to traditional networked multiplayer games. The experiment was desired in two conditions: visual feedback only and visual-haptic feedback. The goal of the experiment is to assess the impact of force feedback on collaborative task performance. Results indicate that haptic feedback is beneficial for performance enhancement for collaborative game in shared virtual environment. The outcomes of this research can have a powerful impact on the networked computer games.

Effects of Varied Enhancement Strategies (Chunking, Feedback, Gaming) in Complementing Animated Instruction in Facilitating Different Types of Learning Objectives

ERIC Educational Resources Information Center

Munyofu, Mine

2008-01-01

The purpose of this study was to examine the instructional effectiveness of different levels of chunking (simple visual/text and complex visual/text), different forms of feedback (item-by-item feedback, end-of-test feedback and no feedback), and use of instructional gaming (game and no game) in complementing animated programmed instruction on a…

Effects of kinesthetic and cutaneous stimulation during the learning of a viscous force field.

PubMed

Rosati, Giulio; Oscari, Fabio; Pacchierotti, Claudio; Prattichizzo, Domenico

2014-01-01

Haptic stimulation can help humans learn perceptual motor skills, but the precise way in which it influences the learning process has not yet been clarified. This study investigates the role of the kinesthetic and cutaneous components of haptic feedback during the learning of a viscous curl field, taking also into account the influence of visual feedback. We present the results of an experiment in which 17 subjects were asked to make reaching movements while grasping a joystick and wearing a pair of cutaneous devices. Each device was able to provide cutaneous contact forces through a moving platform. The subjects received visual feedback about joystick's position. During the experiment, the system delivered a perturbation through (1) full haptic stimulation, (2) kinesthetic stimulation alone, (3) cutaneous stimulation alone, (4) altered visual feedback, or (5) altered visual feedback plus cutaneous stimulation. Conditions 1, 2, and 3 were also tested with the cancellation of the visual feedback of position error. Results indicate that kinesthetic stimuli played a primary role during motor adaptation to the viscous field, which is a fundamental premise to motor learning and rehabilitation. On the other hand, cutaneous stimulation alone appeared not to bring significant direct or adaptation effects, although it helped in reducing direct effects when used in addition to kinesthetic stimulation. The experimental conditions with visual cancellation of position error showed slower adaptation rates, indicating that visual feedback actively contributes to the formation of internal models. However, modest learning effects were detected when the visual information was used to render the viscous field.

Exploring the Feasibility and Potential of Virtual Panels for Soliciting Feedback on Nutrition Education Materials: A Proof-of-Concept Study.

PubMed

Norman, Cameron D; Haresign, Helen; Mehling, Christine; Bloomberg, Honey

2016-01-01

A changing and cluttered information landscape has put pressure on health organizations to produce consumer information materials that are not only factual but high quality and engaging to audiences. User-centered design methods can be useful in obtaining feedback from consumers; however, they are labor intensive and slow, which is not responsive to the fast-paced communication landscape influenced by social media. EatRight Ontario (ERO), a provincial nutrition and health support program of Dietitians of Canada, develops evidence-based resources for consumers and sought to increase user-centered design activities by exploring whether the standard approach to feedback could be replicated online. While online feedback has been used in marketing research, few examples are available in health promotion and public health to guide programming and policy. This study compared a traditional in-person approach for recruitment and feedback using paper surveys with an Internet-based approach using Facebook as a recruitment tool and collecting user feedback via the Web. The purpose of the proof-of-concept study was to explore the feasibility of the approach and compare an online versus traditional approach in terms of recruitment issues and response. An exploratory, two-group comparative trial was conducted using a convenience and purposive sampling. Participants reviewed a handout on healthy eating and then completed an 18-item survey with both forced-choice items and open-ended responses. One group viewed a hard-copy prototype and completed a paper survey and the other viewed a PDF prototype via Web links and completed a Web survey. The total days required to fulfill the sample for each group were used as the primary method of efficiency calculation. In total, 44 participants (22 per condition) completed the study, consisting of 42 women and 2 men over the age of 18. Few significant differences were detected between the groups. Statistically significant (P≤.05) differences were detected on four attitudinal variables related to the document reviewed and include perceived length of the document, perceived attractiveness, likelihood of contacting ERO for food and nutrition questions in the future, and likelihood of recommending ERO to a friend. In all cases, the responses were more favorable to the document or ERO with the online group. All other variables showed no difference between them. A content review of the qualitative feedback found relative consistency in word use and number of words used, indicating relative parity in the amount of data generated between conditions. The online condition achieved its sampling target in 9 days, while the in-person method took 79 days to achieve the target. An online process of recruitment through Facebook and solicitation of online feedback is a feasible model that yields comparable response levels to in-person methods for user feedback. The online approach appears to be a faster and less resource-intensive approach than traditional in-person methods for feedback generation.

Exploring the Feasibility and Potential of Virtual Panels for Soliciting Feedback on Nutrition Education Materials: A Proof-of-Concept Study

PubMed Central

Haresign, Helen; Mehling, Christine; Bloomberg, Honey

2016-01-01

Background A changing and cluttered information landscape has put pressure on health organizations to produce consumer information materials that are not only factual but high quality and engaging to audiences. User-centered design methods can be useful in obtaining feedback from consumers; however, they are labor intensive and slow, which is not responsive to the fast-paced communication landscape influenced by social media. EatRight Ontario (ERO), a provincial nutrition and health support program of Dietitians of Canada, develops evidence-based resources for consumers and sought to increase user-centered design activities by exploring whether the standard approach to feedback could be replicated online. While online feedback has been used in marketing research, few examples are available in health promotion and public health to guide programming and policy. Objective This study compared a traditional in-person approach for recruitment and feedback using paper surveys with an Internet-based approach using Facebook as a recruitment tool and collecting user feedback via the Web. The purpose of the proof-of-concept study was to explore the feasibility of the approach and compare an online versus traditional approach in terms of recruitment issues and response. Methods An exploratory, two-group comparative trial was conducted using a convenience and purposive sampling. Participants reviewed a handout on healthy eating and then completed an 18-item survey with both forced-choice items and open-ended responses. One group viewed a hard-copy prototype and completed a paper survey and the other viewed a PDF prototype via Web links and completed a Web survey. The total days required to fulfill the sample for each group were used as the primary method of efficiency calculation. Results In total, 44 participants (22 per condition) completed the study, consisting of 42 women and 2 men over the age of 18. Few significant differences were detected between the groups. Statistically significant (P≤.05) differences were detected on four attitudinal variables related to the document reviewed and include perceived length of the document, perceived attractiveness, likelihood of contacting ERO for food and nutrition questions in the future, and likelihood of recommending ERO to a friend. In all cases, the responses were more favorable to the document or ERO with the online group. All other variables showed no difference between them. A content review of the qualitative feedback found relative consistency in word use and number of words used, indicating relative parity in the amount of data generated between conditions. The online condition achieved its sampling target in 9 days, while the in-person method took 79 days to achieve the target. Conclusions An online process of recruitment through Facebook and solicitation of online feedback is a feasible model that yields comparable response levels to in-person methods for user feedback. The online approach appears to be a faster and less resource-intensive approach than traditional in-person methods for feedback generation. PMID:27227153

Online Self-Assessment with Feedback and Metacognitive Knowledge

ERIC Educational Resources Information Center

Ibabe, Izaskun; Jauregizar, Joana

2010-01-01

The present work describes an experience of educational innovation in a university context. Its aim was to determine the relationship between students' frequency of use of online self-assessment with feedback and their final performance on the course, taking into account both learners' motivation and perceived usefulness of these resources for…

A New KE-Free Online ICALL System Featuring Error Contingent Feedback

ERIC Educational Resources Information Center

Tokuda, Naoyuki; Chen, Liang

2004-01-01

As a first step towards implementing a human language teacher, we have developed a new template-based on-line ICALL (intelligent computer assisted language learning) system capable of automatically diagnosing learners' free-format translated inputs and returning error contingent feedback. The system architecture we have adopted allows language…

The role of differential delays in integrating transient visual and proprioceptive information

PubMed Central

Cameron, Brendan D.; de la Malla, Cristina; López-Moliner, Joan

2014-01-01

Many actions involve limb movements toward a target. Visual and proprioceptive estimates are available online, and by optimally combining (Ernst and Banks, 2002) both modalities during the movement, the system can increase the precision of the hand estimate. The notion that both sensory modalities are integrated is also motivated by the intuition that we do not consciously perceive any discrepancy between the felt and seen hand's positions. This coherence as a result of integration does not necessarily imply realignment between the two modalities (Smeets et al., 2006). For example, the two estimates (visual and proprioceptive) might be different without either of them (e.g., proprioception) ever being adjusted after recovering the other (e.g., vision). The implication that the felt and seen positions might be different has a temporal analog. Because the actual feedback from the hand at a given instantaneous position reaches brain areas at different times for proprioception and vision (shorter for proprioception), the corresponding instantaneous unisensory position estimates will be different, with the proprioceptive one being ahead of the visual one. Based on the assumption that the system integrates optimally and online the available evidence from both senses, we introduce a temporal mechanism that explains the reported overestimation of hand positions when vision is occluded for active and passive movements (Gritsenko et al., 2007) without the need to resort to initial feedforward estimates (Wolpert et al., 1995). We set up hypotheses to test the validity of the model, and we contrast simulation-based predictions with empirical data. PMID:24550870

Visual force feedback in laparoscopic training.

PubMed

Horeman, Tim; Rodrigues, Sharon P; van den Dobbelsteen, John J; Jansen, Frank-Willem; Dankelman, Jenny

2012-01-01

To improve endoscopic surgical skills, an increasing number of surgical residents practice on box or virtual reality (VR) trainers. Current training is focused mainly on hand-eye coordination. Training methods that focus on applying the right amount of force are not yet available. The aim of this project is to develop a low-cost training system that measures the interaction force between tissue and instruments and displays a visual representation of the applied forces inside the camera image. This visual representation continuously informs the subject about the magnitude and the direction of applied forces. To show the potential of the developed training system, a pilot study was conducted in which six novices performed a needle-driving task in a box trainer with visual feedback of the force, and six novices performed the same task without visual feedback of the force. All subjects performed the training task five times and were subsequently tested in a post-test without visual feedback. The subjects who received visual feedback during training exerted on average 1.3 N (STD 0.6 N) to drive the needle through the tissue during the post-test. This value was considerably higher for the group that received no feedback (2.6 N, STD 0.9 N). The maximum interaction force during the post-test was noticeably lower for the feedback group (4.1 N, STD 1.1 N) compared with that of the control group (8.0 N, STD 3.3 N). The force-sensing training system provides us with the unique possibility to objectively assess tissue-handling skills in a laboratory setting. The real-time visualization of applied forces during training may facilitate acquisition of tissue-handling skills in complex laparoscopic tasks and could stimulate proficiency gain curves of trainees. However, larger randomized trials that also include other tasks are necessary to determine whether training with visual feedback about forces reduces the interaction force during laparoscopic surgery.

The Effects of Mirror Feedback during Target Directed Movements on Ipsilateral Corticospinal Excitability

PubMed Central

Yarossi, Mathew; Manuweera, Thushini; Adamovich, Sergei V.; Tunik, Eugene

2017-01-01

Mirror visual feedback (MVF) training is a promising technique to promote activation in the lesioned hemisphere following stroke, and aid recovery. However, current outcomes of MVF training are mixed, in part, due to variability in the task undertaken during MVF. The present study investigated the hypothesis that movements directed toward visual targets may enhance MVF modulation of motor cortex (M1) excitability ipsilateral to the trained hand compared to movements without visual targets. Ten healthy subjects participated in a 2 × 2 factorial design in which feedback (veridical, mirror) and presence of a visual target (target present, target absent) for a right index-finger flexion task were systematically manipulated in a virtual environment. To measure M1 excitability, transcranial magnetic stimulation (TMS) was applied to the hemisphere ipsilateral to the trained hand to elicit motor evoked potentials (MEPs) in the untrained first dorsal interosseous (FDI) and abductor digiti minimi (ADM) muscles at rest prior to and following each of four 2-min blocks of 30 movements (B1–B4). Targeted movement kinematics without visual feedback was measured before and after training to assess learning and transfer. FDI MEPs were decreased in B1 and B2 when movements were made with veridical feedback and visual targets were absent. FDI MEPs were decreased in B2 and B3 when movements were made with mirror feedback and visual targets were absent. FDI MEPs were increased in B3 when movements were made with mirror feedback and visual targets were present. Significant MEP changes were not present for the uninvolved ADM, suggesting a task-specific effect. Analysis of kinematics revealed learning occurred in visual target-directed conditions, but transfer was not sensitive to mirror feedback. Results are discussed with respect to current theoretical mechanisms underlying MVF-induced changes in ipsilateral excitability. PMID:28553218

Effect of visuomotor-map uncertainty on visuomotor adaptation.

PubMed

Saijo, Naoki; Gomi, Hiroaki

2012-03-01

Vision and proprioception contribute to generating hand movement. If a conflict between the visual and proprioceptive feedback of hand position is given, reaching movement is disturbed initially but recovers after training. Although previous studies have predominantly investigated the adaptive change in the motor output, it is unclear whether the contributions of visual and proprioceptive feedback controls to the reaching movement are modified by visuomotor adaptation. To investigate this, we focused on the change in proprioceptive feedback control associated with visuomotor adaptation. After the adaptation to gradually introduce visuomotor rotation, the hand reached the shifted position of the visual target to move the cursor to the visual target correctly. When the cursor feedback was occasionally eliminated (probe trial), the end point of the hand movement was biased in the visual-target direction, while the movement was initiated in the adapted direction, suggesting the incomplete adaptation of proprioceptive feedback control. Moreover, after the learning of uncertain visuomotor rotation, in which the rotation angle was randomly fluctuated on a trial-by-trial basis, the end-point bias in the probe trial increased, but the initial movement direction was not affected, suggesting a reduction in the adaptation level of proprioceptive feedback control. These results suggest that the change in the relative contribution of visual and proprioceptive feedback controls to the reaching movement in response to the visuomotor-map uncertainty is involved in visuomotor adaptation, whereas feedforward control might adapt in a manner different from that of the feedback control.

They all do it, will you? Event-related potential evidence of herding behavior in online peer-to-peer lending.

PubMed

Yu, Haihong; Dan, MengHan; Ma, Qingguo; Jin, Jia

2018-05-14

As herding is a typical characteristic of human behavior, many researchers have found the existence of herding behavior in online peer-to-peer lending through empirical surveys. However, the underlying neural basis of this phenomenon is still unclear. In the current study, we studied the neural activities of herding at decision-making stage and feedback stage using event-related potentials (ERPs). Our results showed that at decision-making stage, larger error related negativity (ERN) amplitude was induced under low-proportion conditions than that of high-proportion conditions. Meanwhile, during feedback stage, negative feedback elicited larger feedback related negativity (FRN) amplitude than that of positive feedback under low-proportion conditions, however, there was no significant FRN difference under high-proportion conditions. The current study suggests that herding behavior in online peer-to-peer lending is related to individual's risk perception and is possible to avoid negative emotions brought by failed investments. Copyright © 2018 Elsevier B.V. All rights reserved.

Assisted closed-loop optimization of SSVEP-BCI efficiency

PubMed Central

Fernandez-Vargas, Jacobo; Pfaff, Hanns U.; Rodríguez, Francisco B.; Varona, Pablo

2012-01-01

We designed a novel assisted closed-loop optimization protocol to improve the efficiency of brain-computer interfaces (BCI) based on steady state visually evoked potentials (SSVEP). In traditional paradigms, the control over the BCI-performance completely depends on the subjects' ability to learn from the given feedback cues. By contrast, in the proposed protocol both the subject and the machine share information and control over the BCI goal. Generally, the innovative assistance consists in the delivery of online information together with the online adaptation of BCI stimuli properties. In our case, this adaptive optimization process is realized by (1) a closed-loop search for the best set of SSVEP flicker frequencies and (2) feedback of actual SSVEP magnitudes to both the subject and the machine. These closed-loop interactions between subject and machine are evaluated in real-time by continuous measurement of their efficiencies, which are used as online criteria to adapt the BCI control parameters. The proposed protocol aims to compensate for variability in possibly unknown subjects' state and trait dimensions. In a study with N = 18 subjects, we found significant evidence that our protocol outperformed classic SSVEP-BCI control paradigms. Evidence is presented that it takes indeed into account interindividual variabilities: e.g., under the new protocol, baseline resting state EEG measures predict subjects' BCI performances. This paper illustrates the promising potential of assisted closed-loop protocols in BCI systems. Probably their applicability might be expanded to innovative uses, e.g., as possible new diagnostic/therapeutic tools for clinical contexts and as new paradigms for basic research. PMID:23443214

Assisted closed-loop optimization of SSVEP-BCI efficiency.

PubMed

Fernandez-Vargas, Jacobo; Pfaff, Hanns U; Rodríguez, Francisco B; Varona, Pablo

2013-01-01

We designed a novel assisted closed-loop optimization protocol to improve the efficiency of brain-computer interfaces (BCI) based on steady state visually evoked potentials (SSVEP). In traditional paradigms, the control over the BCI-performance completely depends on the subjects' ability to learn from the given feedback cues. By contrast, in the proposed protocol both the subject and the machine share information and control over the BCI goal. Generally, the innovative assistance consists in the delivery of online information together with the online adaptation of BCI stimuli properties. In our case, this adaptive optimization process is realized by (1) a closed-loop search for the best set of SSVEP flicker frequencies and (2) feedback of actual SSVEP magnitudes to both the subject and the machine. These closed-loop interactions between subject and machine are evaluated in real-time by continuous measurement of their efficiencies, which are used as online criteria to adapt the BCI control parameters. The proposed protocol aims to compensate for variability in possibly unknown subjects' state and trait dimensions. In a study with N = 18 subjects, we found significant evidence that our protocol outperformed classic SSVEP-BCI control paradigms. Evidence is presented that it takes indeed into account interindividual variabilities: e.g., under the new protocol, baseline resting state EEG measures predict subjects' BCI performances. This paper illustrates the promising potential of assisted closed-loop protocols in BCI systems. Probably their applicability might be expanded to innovative uses, e.g., as possible new diagnostic/therapeutic tools for clinical contexts and as new paradigms for basic research.

Visual Reliance for Balance Control in Older Adults Persists When Visual Information Is Disrupted by Artificial Feedback Delays

PubMed Central

Balasubramaniam, Ramesh

2014-01-01

Sensory information from our eyes, skin and muscles helps guide and correct balance. Less appreciated, however, is that delays in the transmission of sensory information between our eyes, limbs and central nervous system can exceed several 10s of milliseconds. Investigating how these time-delayed sensory signals influence balance control is central to understanding the postural system. Here, we investigate how delayed visual feedback and cognitive performance influence postural control in healthy young and older adults. The task required that participants position their center of pressure (COP) in a fixed target as accurately as possible without visual feedback about their COP location (eyes-open balance), or with artificial time delays imposed on visual COP feedback. On selected trials, the participants also performed a silent arithmetic task (cognitive dual task). We separated COP time series into distinct frequency components using low and high-pass filtering routines. Visual feedback delays affected low frequency postural corrections in young and older adults, with larger increases in postural sway noted for the group of older adults. In comparison, cognitive performance reduced the variability of rapid center of pressure displacements in young adults, but did not alter postural sway in the group of older adults. Our results demonstrate that older adults prioritize vision to control posture. This visual reliance persists even when feedback about the task is delayed by several hundreds of milliseconds. PMID:24614576

Unipedal balance in healthy adults: effect of visual environments yielding decreased lateral velocity feedback.

PubMed

Deyer, T W; Ashton-Miller, J A

1999-09-01

To test the (null) hypotheses that the reliability of unipedal balance is unaffected by the attenuation of visual velocity feedback and that, relative to baseline performance, deterioration of balance success rates from attenuated visual velocity feedback will not differ between groups of young men and older women, and the presence (or absence) of a vertical foreground object will not affect balance success rates. Single blind, single case study. University research laboratory. Two volunteer samples: 26 healthy young men (mean age, 20.0yrs; SD, 1.6); 23 healthy older women (mean age, 64.9 yrs; SD, 7.8). Normalized success rates in unipedal balance task. Subjects were asked to transfer to and maintain unipedal stance for 5 seconds in a task near the limit of their balance capabilities. Subjects completed 64 trials: 54 trials of three experimental visual scenes in blocked randomized sequences of 18 trials and 10 trials in a normal visual environment. The experimental scenes included two that provided strong velocity/weak position feedback, one of which had a vertical foreground object (SVWP+) and one without (SVWP-), and one scene providing weak velocity/strong position (WVSP) feedback. Subjects' success rates in the experimental environments were normalized by the success rate in the normal environment in order to allow comparisons between subjects using a mixed model repeated measures analysis of variance. The normalized success rate was significantly greater in SVWP+ than in WVSP (p = .0001) and SVWP- (p = .013). Visual feedback significantly affected the normalized unipedal balance success rates (p = .001); neither the group effect nor the group X visual environment interaction was significant (p = .9362 and p = .5634, respectively). Normalized success rates did not differ significantly between the young men and older women in any visual environment. Near the limit of the young men's or older women's balance capability, the reliability of transfer to unipedal balance was adversely affected by visual environments offering attenuated visual velocity feedback cues and those devoid of vertical foreground objects.

Lingual electrotactile stimulation as an alternative sensory feedback pathway for brain-computer interface applications

NASA Astrophysics Data System (ADS)

Wilson, J. Adam; Walton, Léo M.; Tyler, Mitch; Williams, Justin

2012-08-01

This article describes a new method of providing feedback during a brain-computer interface movement task using a non-invasive, high-resolution electrotactile vision substitution system. We compared the accuracy and movement times during a center-out cursor movement task, and found that the task performance with tactile feedback was comparable to visual feedback for 11 participants. These subjects were able to modulate the chosen BCI EEG features during both feedback modalities, indicating that the type of feedback chosen does not matter provided that the task information is clearly conveyed through the chosen medium. In addition, we tested a blind subject with the tactile feedback system, and found that the training time, accuracy, and movement times were indistinguishable from results obtained from subjects using visual feedback. We believe that BCI systems with alternative feedback pathways should be explored, allowing individuals with severe motor disabilities and accompanying reduced visual and sensory capabilities to effectively use a BCI.

Deep and Surface Processing of Instructor's Feedback in an Online Course

ERIC Educational Resources Information Center

Huang, Kun; Ge, Xun; Law, Victor

2017-01-01

This study investigated the characteristics of deep and surface approaches to learning in online students' responses to instructor's qualitative feedback given to a multi-stage, ill-structured design project. Further, the study examined the relationships between approaches to learning and two learner characteristics: epistemic beliefs (EB) and…

Exploring "DIALANG'S" Diagnostic Feedback in Online L2 Dynamic Assessment

ERIC Educational Resources Information Center

Ebadi, Saman

2016-01-01

Dynamic assessment (DA) as an alternative to psychometric-based testing focuses on the collaborative dialogue between the learners and the mediator to move the learners from their current capabilities. This study represents a web-based qualitative inquiry in online DA which aims at addressing the inadequacy of the diagnostic feedback of the…

Hold on to This!: Strategies for Teacher Feedback in Online Dance Courses

ERIC Educational Resources Information Center

Risner, Doug

2014-01-01

Drawn from current research on web-based learning, this practical article presents applied research and informed applications for online dance educators engaged in undergraduate and graduate dance education course work. With a focus on written assessment feedback, the author provides a review of recent literature, an overview of written feedback…

Feedback and Feed-Forward for Promoting Problem-Based Learning in Online Learning Environments

ERIC Educational Resources Information Center

Webb, Ashley; Moallem, Mahnaz

2016-01-01

Purpose: The study aimed to (1) review the literature to construct conceptual models that could guide instructional designers in developing problem/project-based learning environments while applying effective feedback strategies, (2) use the models to design, develop, and implement an online graduate course, and (3) assess the efficiency of the…

An Investigation of Assessment and Feedback Practices in Fully Asynchronous Online Undergraduate Mathematics Courses

ERIC Educational Resources Information Center

Trenholm, Sven; Alcock, Lara; Robinson, Carol

2015-01-01

Research suggests it is difficult to learn mathematics in the fully asynchronous online (FAO) instructional modality, yet little is known about associated teaching and assessment practices. In this study, we investigate FAO mathematics assessment and feedback practices in particular consideration of both claims and findings that these practices…

Student and Instructor Responses to Emotional Motivational Feedback Messages in an Online Instructional Environment

ERIC Educational Resources Information Center

Sarsar, Firat

2017-01-01

The purpose of this study was to investigate the effectiveness of Emotional Motivational Feedback Message (EMFEM) in an online learning environment. This exploratory research was conducted using mixed method single case study design. Participants were 15 undergraduate students enrolled in an instructional technology course in a large state…

Impact of Interactive Video Communication Versus Text-Based Feedback on Teaching, Social, and Cognitive Presence in Online Learning Communities.

PubMed

Seckman, Charlotte

A key element to online learning is the ability to create a sense of presence to improve learning outcomes. This quasi-experimental study evaluated the impact of interactive video communication versus text-based feedback and found a significant difference between the 2 groups related to teaching, social, and cognitive presence. Recommendations to enhance presence should focus on providing timely feedback, interactive learning experiences, and opportunities for students to establish relationships with peers and faculty.

Visual Feedback of the Non-Moving Limb Improves Active Joint-Position Sense of the Impaired Limb in Spastic Hemiparetic Cerebral Palsy

ERIC Educational Resources Information Center

Smorenburg, Ana R. P.; Ledebt, Annick; Deconinck, Frederik J. A.; Savelsbergh, Geert J. P.

2011-01-01

This study examined the active joint-position sense in children with Spastic Hemiparetic Cerebral Palsy (SHCP) and the effect of static visual feedback and static mirror visual feedback, of the non-moving limb, on the joint-position sense. Participants were asked to match the position of one upper limb with that of the contralateral limb. The task…

Reducing Trunk Compensation in Stroke Survivors: A Randomized Crossover Trial Comparing Visual and Force Feedback Modalities.

PubMed

Valdés, Bulmaro Adolfo; Schneider, Andrea Nicole; Van der Loos, H F Machiel

2017-10-01

To investigate whether the compensatory trunk movements of stroke survivors observed during reaching tasks can be decreased by force and visual feedback, and to examine whether one of these feedback modalities is more efficacious than the other in reducing this compensatory tendency. Randomized crossover trial. University research laboratory. Community-dwelling older adults (N=15; 5 women; mean age, 64±11y) with hemiplegia from nontraumatic hemorrhagic or ischemic stroke (>3mo poststroke), recruited from stroke recovery groups, the research group's website, and the community. In a single session, participants received augmented feedback about their trunk compensation during a bimanual reaching task. Visual feedback (60 trials) was delivered through a computer monitor, and force feedback (60 trials) was delivered through 2 robotic devices. Primary outcome measure included change in anterior trunk displacement measured by motion tracking camera. Secondary outcomes included trunk rotation, index of curvature (measure of straightness of hands' path toward target), root mean square error of hands' movement (differences between hand position on every iteration of the program), completion time for each trial, and posttest questionnaire to evaluate users' experience and system's usability. Both visual (-45.6% [45.8 SD] change from baseline, P=.004) and force (-41.1% [46.1 SD], P=.004) feedback were effective in reducing trunk compensation. Scores on secondary outcome measures did not improve with either feedback modality. Neither feedback condition was superior. Visual and force feedback show promise as 2 modalities that could be used to decrease trunk compensation in stroke survivors during reaching tasks. It remains to be established which one of these 2 feedback modalities is more efficacious than the other as a cue to reduce compensatory trunk movement. Copyright © 2017 American Congress of Rehabilitation Medicine. Published by Elsevier Inc. All rights reserved.

Watch what you type: the role of visual feedback from the screen and hands in skilled typewriting.

PubMed

Snyder, Kristy M; Logan, Gordon D; Yamaguchi, Motonori

2015-01-01

Skilled typing is controlled by two hierarchically structured processing loops (Logan & Crump, 2011): The outer loop, which produces words, commands the inner loop, which produces keystrokes. Here, we assessed the interplay between the two loops by investigating how visual feedback from the screen (responses either were or were not echoed on the screen) and the hands (the hands either were or were not covered with a box) influences the control of skilled typing. Our results indicated, first, that the reaction time of the first keystroke was longer when responses were not echoed than when they were. Also, the interkeystroke interval (IKSI) was longer when the hands were covered than when they were visible, and the IKSI for responses that were not echoed was longer when explicit error monitoring was required (Exp. 2) than when it was not required (Exp. 1). Finally, explicit error monitoring was more accurate when response echoes were present than when they were absent, and implicit error monitoring (i.e., posterror slowing) was not influenced by visual feedback from the screen or the hands. These findings suggest that the outer loop adjusts the inner-loop timing parameters to compensate for reductions in visual feedback. We suggest that these adjustments are preemptive control strategies designed to execute keystrokes more cautiously when visual feedback from the hands is absent, to generate more cautious motor programs when visual feedback from the screen is absent, and to enable enough time for the outer loop to monitor keystrokes when visual feedback from the screen is absent and explicit error reports are required.

Visual feedback-related changes in ipsilateral cortical excitability during unimanual movement: Implications for mirror therapy.

PubMed

Reissig, Paola; Garry, Michael I; Summers, Jeffery J; Hinder, Mark R

2014-01-01

Provision of a mirror image of a hand undertaking a motor task (i.e., mirror therapy) elicits behavioural improvements in the inactive hand. A greater understanding of the neural mechanisms underpinning this phenomenon is required to maximise its potential for rehabilitation across the lifespan, e.g., following hemiparesis or unilateral weakness. Young and older participants performed unilateral finger abductions with no visual feedback, with feedback of the active or passive hands, or with a mirror image of the active hand. Transcranial magnetic stimulation was used to assess feedback-related changes in two neurophysiological measures thought to be involved in inter-manual transfer of skill, namely corticospinal excitability (CSE) and intracortical inhibition (SICI) in the passive hemisphere. Task performance led to CSE increases, accompanied by decreases of SICI, in all visual feedback conditions relative to rest. However, the changes due to mirror feedback were not significantly different to those observed in the other (more standard) visual conditions. Accordingly, the unimanual motor action itself, rather than modifications in visual feedback, appears more instrumental in driving changes in CSE and SICI. Therefore, changes in CSE and SICI are unlikely to underpin the behavioural benefits of mirror therapy. We discuss implications for rehabilitation and directions of future research.

Cortical feedback signals generalise across different spatial frequencies of feedforward inputs.

PubMed

Revina, Yulia; Petro, Lucy S; Muckli, Lars

2017-09-22

Visual processing in cortex relies on feedback projections contextualising feedforward information flow. Primary visual cortex (V1) has small receptive fields and processes feedforward information at a fine-grained spatial scale, whereas higher visual areas have larger, spatially invariant receptive fields. Therefore, feedback could provide coarse information about the global scene structure or alternatively recover fine-grained structure by targeting small receptive fields in V1. We tested if feedback signals generalise across different spatial frequencies of feedforward inputs, or if they are tuned to the spatial scale of the visual scene. Using a partial occlusion paradigm, functional magnetic resonance imaging (fMRI) and multivoxel pattern analysis (MVPA) we investigated whether feedback to V1 contains coarse or fine-grained information by manipulating the spatial frequency of the scene surround outside an occluded image portion. We show that feedback transmits both coarse and fine-grained information as it carries information about both low (LSF) and high spatial frequencies (HSF). Further, feedback signals containing LSF information are similar to feedback signals containing HSF information, even without a large overlap in spatial frequency bands of the HSF and LSF scenes. Lastly, we found that feedback carries similar information about the spatial frequency band across different scenes. We conclude that cortical feedback signals contain information which generalises across different spatial frequencies of feedforward inputs. Copyright © 2017 The Authors. Published by Elsevier Inc. All rights reserved.

Effects of visual feedback with a mirror on balance ability in patients with stroke.

PubMed

In, Tae-Sung; Cha, Yu-Ri; Jung, Jin-Hwa; Jung, Kyoung-Sim

2016-01-01

[Purpose] This study aimed to examine the effects of a visual feedback obtained from a mirror on balance ability during quiet standing in patients with stroke. [Subjects] Fifteen patients with stroke (9 males, 6 females) enrolled in the study. [Methods] Experimental trials (duration, 20s) included three visual conditions (eyes closed, eyes open, and mirror feedback) and two support surface conditions (stable, and unstable). Center of pressure (COP) displacements in the mediolateral and anteroposterior directions were recorded using a force platform. [Results] No effect of condition was observed along all directions on the stable surface. An effect of condition was observed on the unstable surface, with a smaller mediolateral COP distance in the mirror feedback as compared to the other two conditions. Similar results were observed for the COP speed. [Conclusion] Visual feedback from a mirror is beneficial for improving balance ability during quiet standing on an unstable surface in patients with stroke.

Effects of Feedback in an Online Algebra Intervention

ERIC Educational Resources Information Center

Bokhove, Christian; Drijvers, Paul

2012-01-01

The design and arrangement of appropriate automatic feedback in digital learning environment is a widely recognized issue. In this article, we investigate the effect of feedback on the design and the results of a digital intervention for algebra. Three feedback principles guided the intervention: timing and fading, crises, and feedback variation.…

Real-time computer-based visual feedback improves visual acuity in downbeat nystagmus - a pilot study.

PubMed

Teufel, Julian; Bardins, S; Spiegel, Rainer; Kremmyda, O; Schneider, E; Strupp, M; Kalla, R

2016-01-04

Patients with downbeat nystagmus syndrome suffer from oscillopsia, which leads to an unstable visual perception and therefore impaired visual acuity. The aim of this study was to use real-time computer-based visual feedback to compensate for the destabilizing slow phase eye movements. The patients were sitting in front of a computer screen with the head fixed on a chin rest. The eye movements were recorded by an eye tracking system (EyeSeeCam®). We tested the visual acuity with a fixed Landolt C (static) and during real-time feedback driven condition (dynamic) in gaze straight ahead and (20°) sideward gaze. In the dynamic condition, the Landolt C moved according to the slow phase eye velocity of the downbeat nystagmus. The Shapiro-Wilk test was used to test for normal distribution and one-way ANOVA for comparison. Ten patients with downbeat nystagmus were included in the study. Median age was 76 years and the median duration of symptoms was 6.3 years (SD +/- 3.1y). The mean slow phase velocity was moderate during gaze straight ahead (1.44°/s, SD +/- 1.18°/s) and increased significantly in sideward gaze (mean left 3.36°/s; right 3.58°/s). In gaze straight ahead, we found no difference between the static and feedback driven condition. In sideward gaze, visual acuity improved in five out of ten subjects during the feedback-driven condition (p = 0.043). This study provides proof of concept that non-invasive real-time computer-based visual feedback compensates for the SPV in DBN. Therefore, real-time visual feedback may be a promising aid for patients suffering from oscillopsia and impaired text reading on screen. Recent technological advances in the area of virtual reality displays might soon render this approach feasible in fully mobile settings.

The eSGID Process: How to Improve Teaching and Learning in Online Graduate Courses

ERIC Educational Resources Information Center

O'Neal-Hixson, Kelly; Long, Jenny; Bock, Marjorie

2017-01-01

Small Group Instructional Diagnosis (SGID) is a feedback process to collect midterm feedback from students. The process uses small focus group student interviews to identify strengths of the course, areas of concern, and suggestions to address concerns. The purpose of this paper is to shares experiences using on online format of Small Group…

Distribution of Feedback among Teacher and Students in Online Collaborative Learning in Small Groups

ERIC Educational Resources Information Center

Coll, Cesar; Rochera, Maria Jose; de Gispert, Ines; Diaz-Barriga, Frida

2013-01-01

This study explores the characteristics and distribution of the feedback provided by the participants (a teacher and her students) in an activity organized inside a collaborative online learning environment. We analyse 853 submissions made by two groups of graduate students and their teacher (N1 = 629 & N2 = 224) involved in the collaborative…

Effectiveness of an Online Automated Evaluation and Feedback System in an Introductory Computer Literacy Course

ERIC Educational Resources Information Center

Varank, Ilhan; Erkoç, M. Fatih; Büyükimdat, Meryem Köskeroglu; Aktas, Mehmet; Yeni, Sabiha; Adigüzel, Tufan; Cömert, Zafer; Esgin, Esad

2014-01-01

The purpose of this study was to investigate the effectiveness of an online automated evaluation and feedback system that assessed students' word processing assignments prepared with Microsoft Office Word. The participants of the study were 119 undergraduate teacher education students, 86 of whom were female and 32 were male, enrolled in different…

Open and Anonymous Peer Review in a Digital Online Environment Compared in Academic Writing Context

ERIC Educational Resources Information Center

Razi, Salim

2016-01-01

This study compares the impact of "open" and "anonymous" peer feedback as an adjunct to teacher-mediated feedback in a digital online environment utilising data gathered on an academic writing course at a Turkish university. Students were divided into two groups with similar writing proficiencies. Students peer reviewed papers…

The absence or temporal offset of visual feedback does not influence adaptation to novel movement dynamics.

PubMed

McKenna, Erin; Bray, Laurence C Jayet; Zhou, Weiwei; Joiner, Wilsaan M

2017-10-01

Delays in transmitting and processing sensory information require correctly associating delayed feedback to issued motor commands for accurate error compensation. The flexibility of this alignment between motor signals and feedback has been demonstrated for movement recalibration to visual manipulations, but the alignment dependence for adapting movement dynamics is largely unknown. Here we examined the effect of visual feedback manipulations on force-field adaptation. Three subject groups used a manipulandum while experiencing a lag in the corresponding cursor motion (0, 75, or 150 ms). When the offset was applied at the start of the session (continuous condition), adaptation was not significantly different between groups. However, these similarities may be due to acclimation to the offset before motor adaptation. We tested additional subjects who experienced the same delays concurrent with the introduction of the perturbation (abrupt condition). In this case adaptation was statistically indistinguishable from the continuous condition, indicating that acclimation to feedback delay was not a factor. In addition, end-point errors were not significantly different across the delay or onset conditions, but end-point correction (e.g., deceleration duration) was influenced by the temporal offset. As an additional control, we tested a group of subjects who performed without visual feedback and found comparable movement adaptation results. These results suggest that visual feedback manipulation (absence or temporal misalignment) does not affect adaptation to novel dynamics, independent of both acclimation and perceptual awareness. These findings could have implications for modeling how the motor system adjusts to errors despite concurrent delays in sensory feedback information. NEW & NOTEWORTHY A temporal offset between movement and distorted visual feedback (e.g., visuomotor rotation) influences the subsequent motor recalibration, but the effects of this offset for altered movement dynamics are largely unknown. Here we examined the influence of 1 ) delayed and 2 ) removed visual feedback on the adaptation to novel movement dynamics. These results contribute to understanding of the control strategies that compensate for movement errors when there is a temporal separation between motion state and sensory information. Copyright © 2017 the American Physiological Society.

Upper extremity rehabilitation of stroke: facilitation of corticospinal excitability using virtual mirror paradigm.

PubMed

Kang, Youn Joo; Park, Hae Kyung; Kim, Hyun Jung; Lim, Taeo; Ku, Jeonghun; Cho, Sangwoo; Kim, Sun I; Park, Eun Sook

2012-10-04

Several experimental studies in stroke patients suggest that mirror therapy and various virtual reality programs facilitate motor rehabilitation. However, the underlying mechanisms for these therapeutic effects have not been previously described. We attempted to delineate the changes in corticospinal excitability when individuals were asked to exercise their upper extremity using a real mirror and virtual mirror. Moreover, we attempted to delineate the role of visual modulation within the virtual environment that affected corticospinal excitability in healthy subjects and stroke patients. A total of 18 healthy subjects and 18 hemiplegic patients were enrolled into the study. Motor evoked potential (MEP)s from transcranial magnetic stimulation were recorded in the flexor carpi radialis of the non-dominant or affected upper extremity using three different conditions: (A) relaxation; (B) real mirror; and (C) virtual mirror. Moreover, we compared the MEPs from the virtual mirror paradigm using continuous visual feedback or intermittent visual feedback. The rates of amplitude increment and latency decrement of MEPs in both groups were higher during the virtual mirror task than during the real mirror. In healthy subjects and stroke patients, the virtual mirror task with intermittent visual feedback significantly facilitated corticospinal excitability of MEPs compared with continuous visual feedback. Corticospinal excitability was facilitated to a greater extent in the virtual mirror paradigm than in the real mirror and in intermittent visual feedback than in the continuous visual feedback, in both groups. This provides neurophysiological evidence supporting the application of the virtual mirror paradigm using various visual modulation technologies to upper extremity rehabilitation in stroke patients.

Upper extremity rehabilitation of stroke: Facilitation of corticospinal excitability using virtual mirror paradigm

PubMed Central

2012-01-01

Background Several experimental studies in stroke patients suggest that mirror therapy and various virtual reality programs facilitate motor rehabilitation. However, the underlying mechanisms for these therapeutic effects have not been previously described. Objectives We attempted to delineate the changes in corticospinal excitability when individuals were asked to exercise their upper extremity using a real mirror and virtual mirror. Moreover, we attempted to delineate the role of visual modulation within the virtual environment that affected corticospinal excitability in healthy subjects and stroke patients. Methods A total of 18 healthy subjects and 18 hemiplegic patients were enrolled into the study. Motor evoked potential (MEP)s from transcranial magnetic stimulation were recorded in the flexor carpi radialis of the non-dominant or affected upper extremity using three different conditions: (A) relaxation; (B) real mirror; and (C) virtual mirror. Moreover, we compared the MEPs from the virtual mirror paradigm using continuous visual feedback or intermittent visual feedback. Results The rates of amplitude increment and latency decrement of MEPs in both groups were higher during the virtual mirror task than during the real mirror. In healthy subjects and stroke patients, the virtual mirror task with intermittent visual feedback significantly facilitated corticospinal excitability of MEPs compared with continuous visual feedback. Conclusion Corticospinal excitability was facilitated to a greater extent in the virtual mirror paradigm than in the real mirror and in intermittent visual feedback than in the continuous visual feedback, in both groups. This provides neurophysiological evidence supporting the application of the virtual mirror paradigm using various visual modulation technologies to upper extremity rehabilitation in stroke patients. PMID:23035951

Effects of Vibrotactile Feedback on Human Learning of Arm Motions

PubMed Central

Bark, Karlin; Hyman, Emily; Tan, Frank; Cha, Elizabeth; Jax, Steven A.; Buxbaum, Laurel J.; Kuchenbecker, Katherine J.

2015-01-01

Tactile cues generated from lightweight, wearable actuators can help users learn new motions by providing immediate feedback on when and how to correct their movements. We present a vibrotactile motion guidance system that measures arm motions and provides vibration feedback when the user deviates from a desired trajectory. A study was conducted to test the effects of vibrotactile guidance on a subject’s ability to learn arm motions. Twenty-six subjects learned motions of varying difficulty with both visual (V), and visual and vibrotactile (VVT) feedback over the course of four days of training. After four days of rest, subjects returned to perform the motions from memory with no feedback. We found that augmenting visual feedback with vibrotactile feedback helped subjects reduce the root mean square (rms) angle error of their limb significantly while they were learning the motions, particularly for 1DOF motions. Analysis of the retention data showed no significant difference in rms angle errors between feedback conditions. PMID:25486644

An online training-monitoring system to prevent nonfunctional overreaching.

PubMed

Piacentini, Maria Francesca; Meeusen, Romain

2015-05-01

This longitudinal case study evaluated the effectiveness of an online training-monitoring system to prevent nonfunctional overreaching (NFOR). A female master track and field athlete was followed by means of a daily online training diary (www.spartanova.com) and a weekly profile of mood state (POMS). The online diary consists of objective training data and subjective feelings reported on a 10-cm visual analog scale. Furthermore, parameters that quantify and summarize training and adaptation to training were calculated. The novelty consists in the inclusion of a specific measuring parameter tested to detect NFOR (OR score). During track-season preparation, the athlete was facing some major personal changes, and extra training stress factors increased. Despite the fact that training load (TL) did not increase, the OR score showed a 222% and then a 997% increase compared with baseline. POMS showed a 167% increase in fatigue, a 38% decrease in vigor, a 32% increase in depression scores, and a total mood increase of 22%, with a 1-wk shift compared with the OR score. A 41% decrease in TL restored the OR score and POMS to baseline values within 10 d. The results demonstrate that immediate feedback obtained by "warning signals" to both athletes and coaches, based on individual baseline data, seems an optimal predictor of FOR/NFOR.

Improving Teach Astronomy: A Survey of Instructors

NASA Astrophysics Data System (ADS)

Wenger, Matthew; Riabokin, Malanka; Impey, Chris David

2018-01-01

Teach Astronomy is a website that provides educational resources for introductory astronomy. The motivation behind constructing this site was to provide quality online educational tools for use as a primary or supplementary instructional resource for teachers and students. The website provides an online textbook, glossary, podcasts and video summaries of concepts. As the popularity of online courses steadily increases, so does the demand for robust online educational resources. In order to cater to our users, our team conducted a survey of the instructors that use Teach Astronomy site for feedback for use in updating and streamlining the website content. The survey collected feedback regarding functionality of each of the website tools, in which courses the site was being used, and the motivation of the instructors use of our site. The overwhelming majority of responses indicate that instructors use the website as a class textbook in introductory astronomy courses for non-science majors, and instructors also generally tended to agree that the site content was comprehensive and lucid. One interesting result of the survey is to cluster topics in a way that is consistent with different levels of instruction (i.e. grouping middle-school level content and university level content distinctly). Our team will use this feedback to improve the Teach Astronomy website and maintain it as a high-quality, free online resource. We will also continue to gather feedback from instructors to ensure that the Teach Astronomy website stays current and remains a valuable online resource for instructors around the country.

Canvas and cosmos: Visual art techniques applied to astronomy data

NASA Astrophysics Data System (ADS)

English, Jayanne

Bold color images from telescopes act as extraordinary ambassadors for research astronomers because they pique the public’s curiosity. But are they snapshots documenting physical reality? Or are we looking at artistic spacescapes created by digitally manipulating astronomy images? This paper provides a tour of how original black and white data, from all regimes of the electromagnetic spectrum, are converted into the color images gracing popular magazines, numerous websites, and even clothing. The history and method of the technical construction of these images is outlined. However, the paper focuses on introducing the scientific reader to visual literacy (e.g. human perception) and techniques from art (e.g. composition, color theory) since these techniques can produce not only striking but politically powerful public outreach images. When created by research astronomers, the cultures of science and visual art can be balanced and the image can illuminate scientific results sufficiently strongly that the images are also used in research publications. Included are reflections on how they could feedback into astronomy research endeavors and future forms of visualization as well as on the relevance of outreach images to visual art. (See the color online PDF version at http://dx.doi.org/10.1142/S0218271817300105; the figures can be enlarged in PDF viewers.)

The cranial nerve skywalk: A 3D tutorial of cranial nerves in a virtual platform.

PubMed

Richardson-Hatcher, April; Hazzard, Matthew; Ramirez-Yanez, German

2014-01-01

Visualization of the complex courses of the cranial nerves by students in the health-related professions is challenging through either diagrams in books or plastic models in the gross laboratory. Furthermore, dissection of the cranial nerves in the gross laboratory is an extremely meticulous task. Teaching and learning the cranial nerve pathways is difficult using two-dimensional (2D) illustrations alone. Three-dimensional (3D) models aid the teacher in describing intricate and complex anatomical structures and help students visualize them. The study of the cranial nerves can be supplemented with 3D, which permits the students to fully visualize their distribution within the craniofacial complex. This article describes the construction and usage of a virtual anatomy platform in Second Life™, which contains 3D models of the cranial nerves III, V, VII, and IX. The Cranial Nerve Skywalk features select cranial nerves and the associated autonomic pathways in an immersive online environment. This teaching supplement was introduced to groups of pre-healthcare professional students in gross anatomy courses at both institutions and student feedback is included. © 2014 American Association of Anatomists.

Corticothalamic feedback enhances stimulus response precision in the visual system

PubMed Central

Andolina, Ian M.; Jones, Helen E.; Wang, Wei; Sillito, Adam M.

2007-01-01

There is a tightly coupled bidirectional interaction between visual cortex and visual thalamus [lateral geniculate nucleus (LGN)]. Using drifting sinusoidal grating stimuli, we compared the response of cells in the LGN with and without feedback from the visual cortex. Raster plots revealed a striking difference in the response pattern of cells with and without feedback. This difference was reflected in the results from computing vector sum plots and the ratio of zero harmonic to the fundamental harmonic of the fast Fourier transform (FFT) for these responses. The variability of responses assessed by using the Fano factor was also different for the two groups, with the cells without feedback showing higher variability. We examined the covariance of these measures between pairs of simultaneously recorded cells with and without feedback, and they were much more strongly positively correlated with feedback. We constructed orientation tuning curves from the central 5 ms in the raw cross-correlograms of the outputs of pairs of LGN cells, and these curves revealed much sharper tuning with feedback. We discuss the significance of these data for cortical function and suggest that the precision in stimulus-linked firing in the LGN appears as an emergent factor from the corticothalamic interaction. PMID:17237220

Signal quality and Bayesian signal processing in neurofeedback based on real-time fMRI.

PubMed

Koush, Yury; Zvyagintsev, Mikhail; Dyck, Miriam; Mathiak, Krystyna A; Mathiak, Klaus

2012-01-02

Real-time fMRI allows analysis and visualization of the brain activity online, i.e. within one repetition time. It can be used in neurofeedback applications where subjects attempt to control an activation level in a specified region of interest (ROI) of their brain. The signal derived from the ROI is contaminated with noise and artifacts, namely with physiological noise from breathing and heart beat, scanner drift, motion-related artifacts and measurement noise. We developed a Bayesian approach to reduce noise and to remove artifacts in real-time using a modified Kalman filter. The system performs several signal processing operations: subtraction of constant and low-frequency signal components, spike removal and signal smoothing. Quantitative feedback signal quality analysis was used to estimate the quality of the neurofeedback time series and performance of the applied signal processing on different ROIs. The signal-to-noise ratio (SNR) across the entire time series and the group event-related SNR (eSNR) were significantly higher for the processed time series in comparison to the raw data. Applied signal processing improved the t-statistic increasing the significance of blood oxygen level-dependent (BOLD) signal changes. Accordingly, the contrast-to-noise ratio (CNR) of the feedback time series was improved as well. In addition, the data revealed increase of localized self-control across feedback sessions. The new signal processing approach provided reliable neurofeedback, performed precise artifacts removal, reduced noise, and required minimal manual adjustments of parameters. Advanced and fast online signal processing algorithms considerably increased the quality as well as the information content of the control signal which in turn resulted in higher contingency in the neurofeedback loop. Copyright © 2011 Elsevier Inc. All rights reserved.

JGME-ALiEM Hot Topics in Medical Education Online Journal Club: An Analysis of a Virtual Discussion About Resident Teachers.

PubMed

Sherbino, Jonathan; Joshi, Nikita; Lin, Michelle

2015-09-01

In health professionals' education, senior learners play a key role in the teaching of junior colleagues. We describe an online discussion about residents as teachers to highlight the topic and the online journal club medium. In January 2015, the Journal of Graduate Medical Education (JGME) and the Academic Life in Emergency Medicine blog facilitated an open-access, online, weeklong journal club on the JGME article "What Makes a Great Resident Teacher? A Multicenter Survey of Medical Students Attending an Internal Medicine Conference." Social media platforms used to promote asynchronous discussions included a blog, a video discussion via Google Hangouts on Air, and Twitter. We performed a thematic analysis of the discussion. Web analytics were captured as a measure of impact. The blog post garnered 1324 page views from 372 cities in 42 countries. Twitter was used to endorse discussion points, while blog comments provided opinions or responded to an issue. The discussion focused on why resident feedback was devalued by medical students. Proposed explanations included feedback not being labeled as such, the process of giving delivery, the source of feedback, discrepancies with self-assessment, and threats to medical student self-image. The blog post resulted in a crowd-sourced repository of resident teacher resources. An online journal club provides a novel discussion forum across multiple social media platforms to engage authors, content experts, and the education community. Crowd-sourced analysis of the resident teacher role suggests that resident feedback to medical students is important, and barriers to student acceptance of feedback can be overcome.

Stability of hand force production. I. Hand level control variables and multifinger synergies.

PubMed

Reschechtko, Sasha; Latash, Mark L

2017-12-01

We combined the theory of neural control of movement with referent coordinates and the uncontrolled manifold hypothesis to explore synergies stabilizing the hand action in accurate four-finger pressing tasks. In particular, we tested a hypothesis on two classes of synergies, those among the four fingers and those within a pair of control variables, stabilizing hand action under visual feedback and disappearing without visual feedback. Subjects performed four-finger total force and moment production tasks under visual feedback; the feedback was later partially or completely removed. The "inverse piano" device was used to lift and lower the fingers smoothly at the beginning and at the end of each trial. These data were used to compute pairs of hypothetical control variables. Intertrial analysis of variance within the finger force space was used to quantify multifinger synergies stabilizing both force and moment. A data permutation method was used to quantify synergies among control variables. Under visual feedback, synergies in the spaces of finger forces and hypothetical control variables were found to stabilize total force. Without visual feedback, the subjects showed a force drift to lower magnitudes and a moment drift toward pronation. This was accompanied by disappearance of the four-finger synergies and strong attenuation of the control variable synergies. The indexes of the two types of synergies correlated with each other. The findings are interpreted within the scheme with multiple levels of abundant variables. NEW & NOTEWORTHY We extended the idea of hierarchical control with referent spatial coordinates for the effectors and explored two types of synergies stabilizing multifinger force production tasks. We observed synergies among finger forces and synergies between hypothetical control variables that stabilized performance under visual feedback but failed to stabilize it after visual feedback had been removed. Indexes of two types of synergies correlated with each other. The data suggest the existence of multiple mechanisms stabilizing motor actions. Copyright © 2017 the American Physiological Society.

The Effect of Online Peer Feedback on the Academic Writing Ability of Iranian EFL Learners

ERIC Educational Resources Information Center

Moradi, Mohammad Reza; Karimpour, Zahra

2012-01-01

This paper reports an exploratory study of 60 English as a foreign language (EFL) student's experiences of online peer feedback in an essay writing course at Islamic Azad University, Dezful Branch. They were required to comment on their peers' writing essays using the checklist to whom had been made available, but in different ways. The groups…

The Effect of Online Gaming, Cognition and Feedback Type in Facilitating Delayed Achievement of Different Learning Objectives

ERIC Educational Resources Information Center

Cameron, Brian; Dwyer, Francis

2005-01-01

Online and computer-based instructional gaming is becoming a viable instructional strategy at all levels of education. The purpose of this study was to examine the effect of (a) gaming, (b) gaming plus embedded questions, and (c) gaming plus questions plus feedback on delayed retention of different types of educational objectives for students…

Facilitating Student Learning in Distance Education: A Case Study on the Development and Implementation of a Multifaceted Feedback System

ERIC Educational Resources Information Center

Uribe, Samantha N.; Vaughan, Michelle

2017-01-01

This paper reports on a case study conducted in an American university investigating the role of feedback within a distance education environment. Based on data gathered from online and hybrid undergraduate students in a teacher education program and supported by existing research, we describe how we support online learners by implementing a…

Neural mechanisms of limb position estimation in the primate brain.

PubMed

Shi, Ying; Buneo, Christopher A

2011-01-01

Understanding the neural mechanisms of limb position estimation is important both for comprehending the neural control of goal directed arm movements and for developing neuroprosthetic systems designed to replace lost limb function. Here we examined the role of area 5 of the posterior parietal cortex in estimating limb position based on visual and somatic (proprioceptive, efference copy) signals. Single unit recordings were obtained as monkeys reached to visual targets presented in a semi-immersive virtual reality environment. On half of the trials animals were required to maintain their limb position at these targets while receiving both visual and non-visual feedback of their arm position, while on the other trials visual feedback was withheld. When examined individually, many area 5 neurons were tuned to the position of the limb in the workspace but very few neurons modulated their firing rates based on the presence/absence of visual feedback. At the population level however decoding of limb position was somewhat more accurate when visual feedback was provided. These findings support a role for area 5 in limb position estimation but also suggest that visual signals regarding limb position are only weakly represented in this area, and only at the population level.

Learner Perceptions of Online Peer Pronunciation Feedback through P-Check

ERIC Educational Resources Information Center

Yonesaka, Suzanne M.

2017-01-01

Receiving adequate pronunciation feedback is an ongoing challenge for L2 learners. Although instructors are the most important source of corrective pronunciation feedback (Szpyra, 2014; Timson, 2007), L2 learners can also benefit from peer pronunciation feedback (Lord, 2008; Kim & Yoon, 2014; Roccamo, 2015). This paper examines Japanese…

Evaluating Preference for Graphic Feedback on Correct versus Incorrect Performance

ERIC Educational Resources Information Center

Sigurdsson, Sigurdur O.; Ring, Brandon M.

2013-01-01

The current study evaluated preferences of undergraduate students for graphic feedback on percentage of incorrect performance versus feedback on percentage of correct performance. A total of 108 participants were enrolled in the study and received graphic feedback on performance on 12 online quizzes. One half of participants received graphic…

An investigation of assessment and feedback practices in fully asynchronous online undergraduate mathematics courses

NASA Astrophysics Data System (ADS)

Trenholm, Sven; Alcock, Lara; Robinson, Carol

2015-11-01

Research suggests it is difficult to learn mathematics in the fully asynchronous online (FAO) instructional modality, yet little is known about associated teaching and assessment practices. In this study, we investigate FAO mathematics assessment and feedback practices in particular consideration of both claims and findings that these practices have a powerful influence on learning. A survey questionnaire was constructed and completed by 70 FAO undergraduate mathematics instructors, mostly from the USA, who were each asked to detail their assessment and feedback practices in a single FAO mathematics course. Alongside these questions, participants also answered the 16-item version of the Approaches to Teaching Inventory. In addition, a novel feedback framework was also created and used to examine how feedback practices may be related to participants' approaches to teaching. Results show that assessment and feedback practices are varied and complex: in particular, we found there was not a simple emphasis on summative assessment instruments, nor a concomitant expectation these would always be invigilated. Though richer assessment feedback appears to be emphasized, evidence suggests this feedback may not be primarily directed at advancing student learning. Moreover, we found evidence of a reliance on computer--human interactions (e.g. via computer-assisted assessment systems) and further evidence of a decline in human interactions, suggesting a dynamic that is both consistent with current online learning theory and claims FAO mathematics courses are becoming commodified. Several avenues for further research are suggested.

Effect of visual distraction and auditory feedback on patient effort during robot-assisted movement training after stroke

PubMed Central

2011-01-01

Background Practicing arm and gait movements with robotic assistance after neurologic injury can help patients improve their movement ability, but patients sometimes reduce their effort during training in response to the assistance. Reduced effort has been hypothesized to diminish clinical outcomes of robotic training. To better understand patient slacking, we studied the role of visual distraction and auditory feedback in modulating patient effort during a common robot-assisted tracking task. Methods Fourteen participants with chronic left hemiparesis from stroke, five control participants with chronic right hemiparesis and fourteen non-impaired healthy control participants, tracked a visual target with their arms while receiving adaptive assistance from a robotic arm exoskeleton. We compared four practice conditions: the baseline tracking task alone; tracking while also performing a visual distracter task; tracking with the visual distracter and sound feedback; and tracking with sound feedback. For the distracter task, symbols were randomly displayed in the corners of the computer screen, and the participants were instructed to click a mouse button when a target symbol appeared. The sound feedback consisted of a repeating beep, with the frequency of repetition made to increase with increasing tracking error. Results Participants with stroke halved their effort and doubled their tracking error when performing the visual distracter task with their left hemiparetic arm. With sound feedback, however, these participants increased their effort and decreased their tracking error close to their baseline levels, while also performing the distracter task successfully. These effects were significantly smaller for the participants who used their non-paretic arm and for the participants without stroke. Conclusions Visual distraction decreased participants effort during a standard robot-assisted movement training task. This effect was greater for the hemiparetic arm, suggesting that the increased demands associated with controlling an affected arm make the motor system more prone to slack when distracted. Providing an alternate sensory channel for feedback, i.e., auditory feedback of tracking error, enabled the participants to simultaneously perform the tracking task and distracter task effectively. Thus, incorporating real-time auditory feedback of performance errors might improve clinical outcomes of robotic therapy systems. PMID:21513561

The Usability of Online Geographic Virtual Reality for Urban Planning

NASA Astrophysics Data System (ADS)

Zhang, S.; Moore, A. B.

2013-08-01

Virtual reality (VR) technology is starting to become widely and freely available (for example the online OpenSimulator tool), with potential for use in 3D urban planning and design tasks but still needing rigorous assessment to establish this. A previous study consulted with a small group of urban professionals, who concluded in a satisfaction usability test that online VR had potential value as a usable 3D communication and remote marketing tool but acknowledged that visual quality and geographic accuracy were obstacles to overcome. This research takes the investigation a significant step further to also examine the usability aspects of efficiency (how quickly tasks are completed) and effectiveness (how successfully tasks are completed), relating to OpenSimulator in an urban planning situation. The comparative study pits a three-dimensional VR model (with increased graphic fidelity and geographic content to address the feedback of the previous study) of a subdivision design (in a Dunedin suburb) against 3D models built with GIS (ArcGIS) and CAD (BricsCAD) tools, two types of software environment well established in urban professional practice. Urban professionals participated in the study by attempting to perform timed tasks correctly in each of the environments before being asked questions about the technologies involved and their perceived importance to their professional work. The results reinforce the positive feedback for VR of the previous study, with the graphical and geographic data issues being somewhat addressed (though participants stressed the need for accurate and precise object and terrain modification capabilities in VR). Ease-ofuse and associated fastest task completion speed were significant positive outcomes to emerge from the comparison with GIS and CAD, pointing to a strong future for VR in an urban planning context.

Probing feedforward and feedback contributions to awareness with visual masking and transcranial magnetic stimulation.

PubMed

Tapia, Evelina; Beck, Diane M

2014-01-01

A number of influential theories posit that visual awareness relies not only on the initial, stimulus-driven (i.e., feedforward) sweep of activation but also on recurrent feedback activity within and between brain regions. These theories of awareness draw heavily on data from masking paradigms in which visibility of one stimulus is reduced due to the presence of another stimulus. More recently transcranial magnetic stimulation (TMS) has been used to study the temporal dynamics of visual awareness. TMS over occipital cortex affects performance on visual tasks at distinct time points and in a manner that is comparable to visual masking. We draw parallels between these two methods and examine evidence for the neural mechanisms by which visual masking and TMS suppress stimulus visibility. Specifically, both methods have been proposed to affect feedforward as well as feedback signals when applied at distinct time windows relative to stimulus onset and as a result modify visual awareness. Most recent empirical evidence, moreover, suggests that while visual masking and TMS impact stimulus visibility comparably, the processes these methods affect may not be as similar as previously thought. In addition to reviewing both masking and TMS studies that examine feedforward and feedback processes in vision, we raise questions to guide future studies and further probe the necessary conditions for visual awareness.

Sexual health professionals' evaluations of a prototype computer-based contraceptive planning intervention for adolescents: implications for practice.

PubMed

Brown, K E; Abraham, C; Joshi, P; Wallace, L M

2012-09-01

This paper aims to demonstrate how an online planning intervention to enhance contraceptive and condom use among adolescents was viewed by sexual health professionals. It identifies feedback that has facilitated improvement of the intervention both in terms of potential effectiveness and sustainability in practice. The data illustrate how professionals' feedback can enhance intervention development. Ten practitioners (two male; eight female) representing a range of roles in sexual health education and healthcare were given electronic copies of the prototype intervention. Interviews were conducted to elicit feedback. Transcripts of the interviews were subjected to thematic analysis. Practitioners provided positive feedback about the intervention content, use of on-line media, the validity of planning techniques and the inclusion of males in contraceptive planning. Issues with rapport building, trust, privacy, motivation, and time and resources were raised, however, and the promotion of condom carrying was contentious. Professionals' feedback provided scope for developing the intervention to meet practitioners' concerns, thus enhancing likely feasibility and acceptability in practice. Ways in which particular feedback was generalisable to wider theory-based and online intervention development are explored. Some responses indicated that health practitioners would benefit from training to embed theory-based interventions into sexual health education and healthcare.

Are They Using My Feedback? The Extent of Students' Feedback Use Has a Large Impact on Subsequent Academic Performance

ERIC Educational Resources Information Center

Zimbardi, Kirsten; Colthorpe, Kay; Dekker, Andrew; Engstrom, Craig; Bugarcic, Andrea; Worthy, Peter; Victor, Ruban; Chunduri, Prasad; Lluka, Lesley; Long, Phil

2017-01-01

Feedback is known to have a large influence on student learning gains, and the emergence of online tools has greatly enhanced the opportunity for delivering timely, expressive, digital feedback and for investigating its learning impacts. However, to date there have been no large quantitative investigations of the feedback provided by large teams…

Online contributions of auditory feedback to neural activity in avian song control circuitry

PubMed Central

Sakata, Jon T.; Brainard, Michael S.

2008-01-01

Birdsong, like human speech, relies critically on auditory feedback to provide information about the quality of vocalizations. Although the importance of auditory feedback to vocal learning is well established, whether and how feedback signals influence vocal premotor circuitry has remained obscure. Previous studies in singing birds have not detected changes to vocal premotor activity following perturbations of auditory feedback, leading to the hypothesis that contributions of feedback to vocal plasticity might rely on ‘offline’ processing. Here, we recorded single and multi-unit activity in the premotor nucleus HVC of singing Bengalese finches in response to feedback perturbations that are known to drive plastic changes in song. We found that transient feedback perturbation caused reliable decreases in HVC activity at short latencies (20-80 ms). Similar changes to HVC activity occurred in awake, non-singing finches when the bird’s own song was played back with auditory perturbations that simulated those experienced by singing birds. These data indicate that neurons in avian vocal premotor circuitry are rapidly influenced by perturbations of auditory feedback and support the possibility that feedback information in HVC contributes online to the production and plasticity of vocalizations. PMID:18971480

Calibration of visually guided reaching is driven by error-corrective learning and internal dynamics.

PubMed

Cheng, Sen; Sabes, Philip N

2007-04-01

The sensorimotor calibration of visually guided reaching changes on a trial-to-trial basis in response to random shifts in the visual feedback of the hand. We show that a simple linear dynamical system is sufficient to model the dynamics of this adaptive process. In this model, an internal variable represents the current state of sensorimotor calibration. Changes in this state are driven by error feedback signals, which consist of the visually perceived reach error, the artificial shift in visual feedback, or both. Subjects correct for > or =20% of the error observed on each movement, despite being unaware of the visual shift. The state of adaptation is also driven by internal dynamics, consisting of a decay back to a baseline state and a "state noise" process. State noise includes any source of variability that directly affects the state of adaptation, such as variability in sensory feedback processing, the computations that drive learning, or the maintenance of the state. This noise is accumulated in the state across trials, creating temporal correlations in the sequence of reach errors. These correlations allow us to distinguish state noise from sensorimotor performance noise, which arises independently on each trial from random fluctuations in the sensorimotor pathway. We show that these two noise sources contribute comparably to the overall magnitude of movement variability. Finally, the dynamics of adaptation measured with random feedback shifts generalizes to the case of constant feedback shifts, allowing for a direct comparison of our results with more traditional blocked-exposure experiments.

The Types and Effects of Peer Native Speakers' Feedback on CMC

ERIC Educational Resources Information Center

Diez-Bedmar, Maria Belen; Perez-Paredes, Pascual

2012-01-01

Online collaborative writing tasks are frequently undertaken in forums and wikis. Variation between these two communication modes has yet to be examined, particularly type of feedback and its effects. We investigated the type of feedback and the impact of English native-speakers' feedback on Spanish peers' discourse restructuring in the context of…

Exploring Student Perceptions of Audiovisual Feedback via Screencasting in Online Courses

ERIC Educational Resources Information Center

Mathieson, Kathleen

2012-01-01

Using Moore's (1993) theory of transactional distance as a framework, this action research study explored students' perceptions of audiovisual feedback provided via screencasting as a supplement to text-only feedback. A crossover design was employed to ensure that all students experienced both text-only and text-plus-audiovisual feedback and to…

Enhancing the Impact of Formative Feedback on Student Learning through an Online Feedback System

ERIC Educational Resources Information Center

Hatziapostolou, Thanos; Paraskakis, Iraklis

2010-01-01

Formative feedback is instrumental in the learning experience of a student. It can be effective in promoting learning if it is timely, personal, manageable, motivational, and in direct relation with assessment criteria. Despite its importance, however, research suggests that students are discouraged from engaging in the feedback process primarily…

Analysis of Peer Review Comments: QM Recommendations and Feedback Intervention Theory

ERIC Educational Resources Information Center

Schwegler, Andria F.; Altman, Barbara W.

2015-01-01

Because feedback is a critical component of the continuous improvement cycle of the Quality Matters (QM) peer review process, the present research analyzed the feedback that peer reviewers provided to course developers after a voluntary, nonofficial QM peer review of online courses. Previous research reveals that the effects of feedback on…

Visual crowding illustrates the inadequacy of local vs. global and feedforward vs. feedback distinctions in modeling visual perception

PubMed Central

Clarke, Aaron M.; Herzog, Michael H.; Francis, Gregory

2014-01-01

Experimentalists tend to classify models of visual perception as being either local or global, and involving either feedforward or feedback processing. We argue that these distinctions are not as helpful as they might appear, and we illustrate these issues by analyzing models of visual crowding as an example. Recent studies have argued that crowding cannot be explained by purely local processing, but that instead, global factors such as perceptual grouping are crucial. Theories of perceptual grouping, in turn, often invoke feedback connections as a way to account for their global properties. We examined three types of crowding models that are representative of global processing models, and two of which employ feedback processing: a model based on Fourier filtering, a feedback neural network, and a specific feedback neural architecture that explicitly models perceptual grouping. Simulations demonstrate that crucial empirical findings are not accounted for by any of the models. We conclude that empirical investigations that reject a local or feedforward architecture offer almost no constraints for model construction, as there are an uncountable number of global and feedback systems. We propose that the identification of a system as being local or global and feedforward or feedback is less important than the identification of a system's computational details. Only the latter information can provide constraints on model development and promote quantitative explanations of complex phenomena. PMID:25374554

An Exploration into Framing Effects and Information Preferences: Implications for the Design of Energy Feedback Interfaces

NASA Astrophysics Data System (ADS)

Taylor-Brown, Peter

A recent topic in the energy industry involves developing strategies to reduce the necessary peak production capacity of our future electricity infrastructure. One of these strategies is promoting behavioral change among individual energy consumers. An inherent problem with electricity consumption is that electricity is invisible, intangible, and abstract. Interfaces that provide people with useful feedback on their usage can help with understanding and reduction of consumption. These interfaces intend to empower individuals with ability to adopt less wasteful energy consumption behaviors. Skillful HCI design will include attention to informational preferences, and framing effects due to presentation choices. An online questionnaire was utilized to explore this domain, and the results identified design requirements for a home feedback interface. The final dataset contained responses from 36 male and 49 female United States residents. Cost () was perceived as the most useful metric and kW as the least useful. Respondent preference was expressed for lower levels of automation, which was not attributable to distrust of automation. Further, a test of framings effects showed a higher likelihood to change behavior to save 100 dollars per year than 2 per week (U=1248.5, p=0.001). A feedback interface design based on the questionnaire results was used in the second phase of the research. A 2x2x2 factorial design compared the effects of goal-type (specific vs. open-ended), metric-use ( vs. kWh), and visualization (graphical vs. text-only) on user experience, learning and behavior during a consumption reduction task. Results showed that goal-type affects the amount of diagnostic behavior conducted by participants (U=351.0, p=0.001). Goal-type and metric-use independently affect participant belief that they could reduce their consumption in their real home with the same feedback shown in the task, F(df=1,39)=24.77, p=0.001; F(df=1,39)=5.55, p=0.05. In addition, visualization affects perceived comfort sacrifice from changing behaviors to reduce consumption, F(df=1,39)=8.97, p=0.01.

Visuomotor adaptation needs a validation of prediction error by feedback error

PubMed Central

Gaveau, Valérie; Prablanc, Claude; Laurent, Damien; Rossetti, Yves; Priot, Anne-Emmanuelle

2014-01-01

The processes underlying short-term plasticity induced by visuomotor adaptation to a shifted visual field are still debated. Two main sources of error can induce motor adaptation: reaching feedback errors, which correspond to visually perceived discrepancies between hand and target positions, and errors between predicted and actual visual reafferences of the moving hand. These two sources of error are closely intertwined and difficult to disentangle, as both the target and the reaching limb are simultaneously visible. Accordingly, the goal of the present study was to clarify the relative contributions of these two types of errors during a pointing task under prism-displaced vision. In “terminal feedback error” condition, viewing of their hand by subjects was allowed only at movement end, simultaneously with viewing of the target. In “movement prediction error” condition, viewing of the hand was limited to movement duration, in the absence of any visual target, and error signals arose solely from comparisons between predicted and actual reafferences of the hand. In order to prevent intentional corrections of errors, a subthreshold, progressive stepwise increase in prism deviation was used, so that subjects remained unaware of the visual deviation applied in both conditions. An adaptive aftereffect was observed in the “terminal feedback error” condition only. As far as subjects remained unaware of the optical deviation and self-assigned pointing errors, prediction error alone was insufficient to induce adaptation. These results indicate a critical role of hand-to-target feedback error signals in visuomotor adaptation; consistent with recent neurophysiological findings, they suggest that a combination of feedback and prediction error signals is necessary for eliciting aftereffects. They also suggest that feedback error updates the prediction of reafferences when a visual perturbation is introduced gradually and cognitive factors are eliminated or strongly attenuated. PMID:25408644

Assessing Online Learning

ERIC Educational Resources Information Center

Comeaux, Patricia, Ed.

2004-01-01

Students in traditional as well as online classrooms need more than grades from their instructors--they also need meaningful feedback to help bridge their academic knowledge and skills with their daily lives. With the increasing number of online learning classrooms, the question of how to consistently assess online learning has become increasingly…

Impaired Feedforward Control and Enhanced Feedback Control of Speech in Patients with Cerebellar Degeneration

PubMed Central

Agnew, Zarinah; Nagarajan, Srikantan; Houde, John; Ivry, Richard B.

2017-01-01

The cerebellum has been hypothesized to form a crucial part of the speech motor control network. Evidence for this comes from patients with cerebellar damage, who exhibit a variety of speech deficits, as well as imaging studies showing cerebellar activation during speech production in healthy individuals. To date, the precise role of the cerebellum in speech motor control remains unclear, as it has been implicated in both anticipatory (feedforward) and reactive (feedback) control. Here, we assess both anticipatory and reactive aspects of speech motor control, comparing the performance of patients with cerebellar degeneration and matched controls. Experiment 1 tested feedforward control by examining speech adaptation across trials in response to a consistent perturbation of auditory feedback. Experiment 2 tested feedback control, examining online corrections in response to inconsistent perturbations of auditory feedback. Both male and female patients and controls were tested. The patients were impaired in adapting their feedforward control system relative to controls, exhibiting an attenuated anticipatory response to the perturbation. In contrast, the patients produced even larger compensatory responses than controls, suggesting an increased reliance on sensory feedback to guide speech articulation in this population. Together, these results suggest that the cerebellum is crucial for maintaining accurate feedforward control of speech, but relatively uninvolved in feedback control. SIGNIFICANCE STATEMENT Speech motor control is a complex activity that is thought to rely on both predictive, feedforward control as well as reactive, feedback control. While the cerebellum has been shown to be part of the speech motor control network, its functional contribution to feedback and feedforward control remains controversial. Here, we use real-time auditory perturbations of speech to show that patients with cerebellar degeneration are impaired in adapting feedforward control of speech but retain the ability to make online feedback corrections; indeed, the patients show an increased sensitivity to feedback. These results indicate that the cerebellum forms a crucial part of the feedforward control system for speech but is not essential for online, feedback control. PMID:28842410

JGME-ALiEM Hot Topics in Medical Education Online Journal Club: An Analysis of a Virtual Discussion About Resident Teachers

PubMed Central

Sherbino, Jonathan; Joshi, Nikita; Lin, Michelle

2015-01-01

Background  In health professionals' education, senior learners play a key role in the teaching of junior colleagues. Objective  We describe an online discussion about residents as teachers to highlight the topic and the online journal club medium. Methods  In January 2015, the Journal of Graduate Medical Education (JGME) and the Academic Life in Emergency Medicine blog facilitated an open-access, online, weeklong journal club on the JGME article “What Makes a Great Resident Teacher? A Multicenter Survey of Medical Students Attending an Internal Medicine Conference.” Social media platforms used to promote asynchronous discussions included a blog, a video discussion via Google Hangouts on Air, and Twitter. We performed a thematic analysis of the discussion. Web analytics were captured as a measure of impact. Results  The blog post garnered 1324 page views from 372 cities in 42 countries. Twitter was used to endorse discussion points, while blog comments provided opinions or responded to an issue. The discussion focused on why resident feedback was devalued by medical students. Proposed explanations included feedback not being labeled as such, the process of giving delivery, the source of feedback, discrepancies with self-assessment, and threats to medical student self-image. The blog post resulted in a crowd-sourced repository of resident teacher resources. Conclusions  An online journal club provides a novel discussion forum across multiple social media platforms to engage authors, content experts, and the education community. Crowd-sourced analysis of the resident teacher role suggests that resident feedback to medical students is important, and barriers to student acceptance of feedback can be overcome. PMID:26457152

ClimateImpactsOnline: A web platform for regional climate impacts

NASA Astrophysics Data System (ADS)

Nocke, Thomas

2013-04-01

Climate change is widely known but there is often uncertainty about the specific effects. One of the key tasks is - beyond discussing climate change and its impacts in specialist groups - to present these to a wider audience. In that respect, decision-makers in the public sector as well as directly affected professional groups require to obtain easy-to-understand information. These groups are not made up of specialist scientists. This gives rise to two challenges: (1) the complex information must be presented such that it is commonly understood, and (2) access to the information must be easy. Interested parties do not have time to familiarize themselves over a lengthy period, but rather want to immediately work with the information. Beside providing climate information globally, regional information become of increasing interest for local decision making regarding awareness building and adaptation options. In addition, current web portals mainly focus on climate information, considering climate impacts on different sectors only implicitly. As solution, Potsdam Institute for Climate Impact Research and WetterOnline have jointly developed an Internet portal that is easy to use, groups together interesting information about climate impacts and offers it in a directly usable form. This new web portal ClimateImpactsOnline.com provides detailed information, combining multiple sectors for the test case of Germany. For this region, numerous individual studies on climate change have been prepared by various institutions. These studies differ in terms of their aim, region and time period of interest. Thus, the goal of ClimateImpactsOnline.com is to present a synthesized view on regional impacts of global climate change on hydrology, agriculture, forest, energy, tourism and health sector. The climate and impact variables are available on a decadal time resolution for the period from 1901-2100, combining observed data and future projections. Detailed information are presented threefold: (1) color maps of absolute and difference values to consider parameter variations, (2) textual tables for individual decades including uncertainties (bandwidth), and (3) time series graphs visualizing the temporal parameter development. Tables and time series graphs are available for administrative units at three aggregation levels (nation, federal state, district). We executed a larger test study with German public institutions and are currently improving functionalities due to appr. 50 user feedbacks. In the talk/poster, we present the scientific basics, graphical user interface in combination with the visual representations and the feedback from the public sector institutions and portal users.

Modeling trial by trial and block feedback in perceptual learning

PubMed Central

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

2014-01-01

Feedback has been shown to play a complex role in visual perceptual learning. It is necessary for performance improvement in some conditions while not others. Different forms of feedback, such as trial-by-trial feedback or block feedback, may both facilitate learning, but with different mechanisms. False feedback can abolish learning. We account for all these results with the Augmented Hebbian Reweight Model (AHRM). Specifically, three major factors in the model advance performance improvement: the external trial-by-trial feedback when available, the self-generated output as an internal feedback when no external feedback is available, and the adaptive criterion control based on the block feedback. Through simulating a comprehensive feedback study (Herzog & Fahle 1997, Vision Research, 37 (15), 2133–2141), we show that the model predictions account for the pattern of learning in seven major feedback conditions. The AHRM can fully explain the complex empirical results on the role of feedback in visual perceptual learning. PMID:24423783

Shaping with Visual Feedback and Token Reinforcement: Effects on Voice Volume Changes in Mentally Retarded Adults.

ERIC Educational Resources Information Center

Bieber, Carrie; Gurski, John C.

In an attempt to confirm earlier results with a group of mentally retarded females, 12 mentally retarded institutionalized adults (8 male, 4 female) were trained to either reduce (Loud group) or increase (Soft group) their voice volumes with a combination of visual feedback and token reinforcement. The feedback unit provided a binary light on-off…

Effect of Training Japanese L1 Speakers in the Production of American English /r/ Using Spectrographic Visual Feedback

ERIC Educational Resources Information Center

Patten, Iomi; Edmonds, Lisa A.

2015-01-01

The present study examines the effects of training native Japanese speakers in the production of American /r/ using spectrographic visual feedback. Within a modified single-subject design, two native Japanese participants produced single words containing /r/ in a variety of positions while viewing live spectrographic feedback with the aim of…

Some Design Issues for an Online Japanese Textbook

ERIC Educational Resources Information Center

Nagata, Noriko

2010-01-01

This paper discusses several design issues in the development of a new online Japanese textbook, called "Robo-Sensei: Japanese Curriculum with Automated Feedback". When it is completed, the new online textbook will present a full Japanese curriculum. It extends a previously published online software program, "Robo-Sensei: Personal Japanese Tutor"…

fMRI characterisation of widespread brain networks relevant for behavioural variability in fine hand motor control with and without visual feedback.

PubMed

Mayhew, Stephen D; Porcaro, Camillo; Tecchio, Franca; Bagshaw, Andrew P

2017-03-01

A bilateral visuo-parietal-motor network is responsible for fine control of hand movements. However, the sub-regions which are devoted to maintenance of contraction stability and how these processes fluctuate with trial-quality of task execution and in the presence/absence of visual feedback remains unclear. We addressed this by integrating behavioural and fMRI measurements during right-hand isometric compression of a compliant rubber bulb, at 10% and 30% of maximum voluntary contraction, both with and without visual feedback of the applied force. We quantified single-trial behavioural performance during 1) the whole task period and 2) stable contraction maintenance, and regressed these metrics against the fMRI data to identify the brain activity most relevant to trial-by-trial fluctuations in performance during specific task phases. fMRI-behaviour correlations in a bilateral network of visual, premotor, primary motor, parietal and inferior frontal cortical regions emerged during performance of the entire feedback task, but only in premotor, parietal cortex and thalamus during the stable contraction period. The trials with the best task performance showed increased bilaterality and amplitude of fMRI responses. With feedback, stronger BOLD-behaviour coupling was found during 10% compared to 30% contractions. Only a small subset of regions in this network were weakly correlated with behaviour without feedback, despite wider network activated during this task than in the presence of feedback. These findings reflect a more focused network strongly coupled to behavioural fluctuations when providing visual feedback, whereas without it the task recruited widespread brain activity almost uncoupled from behavioural performance. Copyright © 2017 The Authors. Published by Elsevier Inc. All rights reserved.

The Role of Direct and Visual Force Feedback in Suturing Using a 7-DOF Dual-Arm Teleoperated System.

PubMed

Talasaz, Ali; Trejos, Ana Luisa; Patel, Rajni V

2017-01-01

The lack of haptic feedback in robotics-assisted surgery can result in tissue damage or accidental tool-tissue hits. This paper focuses on exploring the effect of haptic feedback via direct force reflection and visual presentation of force magnitudes on performance during suturing in robotics-assisted minimally invasive surgery (RAMIS). For this purpose, a haptics-enabled dual-arm master-slave teleoperation system capable of measuring tool-tissue interaction forces in all seven Degrees-of-Freedom (DOFs) was used. Two suturing tasks, tissue puncturing and knot-tightening, were chosen to assess user skills when suturing on phantom tissue. Sixteen subjects participated in the trials and their performance was evaluated from various points of view: force consistency, number of accidental hits with tissue, amount of tissue damage, quality of the suture knot, and the time required to accomplish the task. According to the results, visual force feedback was not very useful during the tissue puncturing task as different users needed different amounts of force depending on the penetration of the needle into the tissue. Direct force feedback, however, was more useful for this task to apply less force and to minimize the amount of damage to the tissue. Statistical results also reveal that both visual and direct force feedback were required for effective knot tightening: direct force feedback could reduce the number of accidental hits with the tissue and also the amount of tissue damage, while visual force feedback could help to securely tighten the suture knots and maintain force consistency among different trials/users. These results provide evidence of the importance of 7-DOF force reflection when performing complex tasks in a RAMIS setting.

Improving lower limb weight distribution asymmetry during the squat using Nintendo Wii Balance Boards and real-time feedback.

PubMed

McGough, Rian; Paterson, Kade; Bradshaw, Elizabeth J; Bryant, Adam L; Clark, Ross A

2012-01-01

Weight-bearing asymmetry (WBA) may be detrimental to performance and could increase the risk of injury; however, detecting and reducing it is difficult in a field setting. This study assessed whether a portable and simple-to-use system designed with multiple Nintendo Wii Balance Boards (NWBBs) and customized software can be used to evaluate and improve WBA. Fifteen elite Australian Rules Footballers and 32 age-matched, untrained participants were tested for measures of WBA while squatting. The NWBB and customized software provided real-time visual feedback of WBA during half of the trials. Outcome measures included the mean mass difference (MMD) between limbs, interlimb symmetry index (SI), and percentage of time spent favoring a single limb (TFSL). Significant reductions in MMD (p = 0.028) and SI (p = 0.007) with visual feedback were observed for the entire group data. Subgroup analysis revealed significant reductions in MMD (p = 0.047) and SI (p = 0.026) with visual feedback in the untrained sample; however, the reductions in the trained sample were nonsignificant. The trained group showed significantly less WBA for TFSL under both visual conditions (no feedback: p = 0.015, feedback: p = 0.017). Correlation analysis revealed that participants with high levels of WBA had the greatest response to feedback (p < 0.001, ρ = 0.557). In conclusion, WBA exists in healthy untrained adults, and these asymmetries can be reduced using real-time visual feedback provided by an NWBB-based system. Healthy, well-trained professional athletes do not possess the same magnitude of WBA. Inexpensive, portable, and widely available gaming technology may be used to evaluate and improve WBA in clinical and sporting settings.

Progression, maintenance, and feedback of online child sexual grooming: A qualitative analysis of online predators.

PubMed

de Santisteban, Patricia; Del Hoyo, Joana; Alcázar-Córcoles, Miguel Ángel; Gámez-Guadix, Manuel

2018-06-01

The limited literature on online child grooming has focused mainly on studying the characteristics of perpetrators and victims that facilitate the sexual abuse of minors. Little attention has been given to the perceptions of the perpetrators about the abuse process and the strategies used to sustain it over time. In the present study, after identifying a sample of 12 men convicted of online grooming, we used qualitative grounded theory through in-depth interviews and comparisons with the proven facts of their convictions. The results show how aggressors actively study the structural environment, the needs and vulnerabilities of the minors). In this way, the aggressors adapt by using most effective strategies of persuasion at all times, so that the child feels like an active part of the plot. This allows the aggressors to have sexual interactions with minors either online or offline and in a sporadic or sustained manner. This process is maintained with some distorted perceptions about minors and the abuse process, which seem to feed back to the beginning of the cycle with other potential victims. The interaction between the persuasive processes and the distorted perceptions of the aggressor leads to a potential work focus for treatment as well as detection and prevention. Trying to visualize the complexity of the phenomenon could also help researchers to understand processes from this approach that may be applied with other types of vulnerable populations. Copyright © 2018 Elsevier Ltd. All rights reserved.

Mirror Visual Feedback Induces Lower Neuromuscular Activity in Children with Spastic Hemiparetic Cerebral Palsy

ERIC Educational Resources Information Center

Feltham, Max G.; Ledebt, Annick; Deconinck, Frederik J. A.; Savelsbergh, Geert J. P.

2010-01-01

The study examined the effects of mirror feedback information on neuromuscular activation during bimanual coordination in eight children with spastic hemiparetic cerebral palsy (SHCP) and a matched control group. The "mirror box" creates a visual illusion, which gives rise to a visual perception of a zero lag, symmetric movement between the two…

The Impact of Text versus Video Communication on Instructor Feedback in Blended Courses

ERIC Educational Resources Information Center

Borup, Jered; West, Richard E.; Thomas, Rebecca

2015-01-01

In this study we examined student and instructor perceptions of text and video feedback in technology integration courses that combined face-to-face with online instruction for teacher candidates. Items from the Feedback Environment Scale (Steelman et al. 2004) were used to measure student perceptions of feedback quality and delivery. Independent…

Probing feedforward and feedback contributions to awareness with visual masking and transcranial magnetic stimulation

PubMed Central

Tapia, Evelina; Beck, Diane M.

2014-01-01

A number of influential theories posit that visual awareness relies not only on the initial, stimulus-driven (i.e., feedforward) sweep of activation but also on recurrent feedback activity within and between brain regions. These theories of awareness draw heavily on data from masking paradigms in which visibility of one stimulus is reduced due to the presence of another stimulus. More recently transcranial magnetic stimulation (TMS) has been used to study the temporal dynamics of visual awareness. TMS over occipital cortex affects performance on visual tasks at distinct time points and in a manner that is comparable to visual masking. We draw parallels between these two methods and examine evidence for the neural mechanisms by which visual masking and TMS suppress stimulus visibility. Specifically, both methods have been proposed to affect feedforward as well as feedback signals when applied at distinct time windows relative to stimulus onset and as a result modify visual awareness. Most recent empirical evidence, moreover, suggests that while visual masking and TMS impact stimulus visibility comparably, the processes these methods affect may not be as similar as previously thought. In addition to reviewing both masking and TMS studies that examine feedforward and feedback processes in vision, we raise questions to guide future studies and further probe the necessary conditions for visual awareness. PMID:25374548

A real-time articulatory visual feedback approach with target presentation for second language pronunciation learning.

PubMed

Suemitsu, Atsuo; Dang, Jianwu; Ito, Takayuki; Tiede, Mark

2015-10-01

Articulatory information can support learning or remediating pronunciation of a second language (L2). This paper describes an electromagnetic articulometer-based visual-feedback approach using an articulatory target presented in real-time to facilitate L2 pronunciation learning. This approach trains learners to adjust articulatory positions to match targets for a L2 vowel estimated from productions of vowels that overlap in both L1 and L2. Training of Japanese learners for the American English vowel /æ/ that included visual training improved its pronunciation regardless of whether audio training was also included. Articulatory visual feedback is shown to be an effective method for facilitating L2 pronunciation learning.

Brain activation associated with practiced left hand mirror writing.

PubMed

Kushnir, T; Arzouan, Y; Karni, A; Manor, D

2013-04-01

Mirror writing occurs in healthy children, in various pathologies and occasionally in healthy adults. There are only scant experimental data on the underlying brain processes. Eight, right-handed, healthy young adults were scanned (BOLD-fMRI) before and after practicing left-hand mirror-writing (lh-MW) over seven sessions. They wrote dictated words, using either the right hand with regularly oriented writing or lh-MW. An MRI compatible stylus-point recording system was used and online visual feedback was provided. Practice resulted in increased speed and readability of lh-MW but the number of movement segments was unchanged. Post-training signal increases occurred in visual, right lateral and medial premotor areas, and in right anterior and posterior peri-sylvian areas corresponding to language areas. These results suggest that lh-MW may constitute a latent ability that can be reinstated by a relatively brief practice experience. Concurrently, right hemisphere language processing areas may emerge, reflecting perhaps a reduction in trans-hemispheric suppression. Copyright © 2013 Elsevier Inc. All rights reserved.

TADtool: visual parameter identification for TAD-calling algorithms.

PubMed

Kruse, Kai; Hug, Clemens B; Hernández-Rodríguez, Benjamín; Vaquerizas, Juan M

2016-10-15

Eukaryotic genomes are hierarchically organized into topologically associating domains (TADs). The computational identification of these domains and their associated properties critically depends on the choice of suitable parameters of TAD-calling algorithms. To reduce the element of trial-and-error in parameter selection, we have developed TADtool: an interactive plot to find robust TAD-calling parameters with immediate visual feedback. TADtool allows the direct export of TADs called with a chosen set of parameters for two of the most common TAD calling algorithms: directionality and insulation index. It can be used as an intuitive, standalone application or as a Python package for maximum flexibility. TADtool is available as a Python package from GitHub (https://github.com/vaquerizaslab/tadtool) or can be installed directly via PyPI, the Python package index (tadtool). kai.kruse@mpi-muenster.mpg.de, jmv@mpi-muenster.mpg.deSupplementary information: Supplementary data are available at Bioinformatics online. © The Author 2016. Published by Oxford University Press.

Effect of Real-Time Feedback on Screw Placement Into Synthetic Cancellous Bone.

PubMed

Gustafson, Peter A; Geeslin, Andrew G; Prior, David M; Chess, Joseph L

2016-08-01

The objective of this study is to evaluate whether real-time torque feedback may reduce the occurrence of stripping when inserting nonlocking screws through fracture plates into synthetic cancellous bone. Five attending orthopaedic surgeons and 5 senior level orthopaedic residents inserted 8 screws in each phase. In phase I, screws were inserted without feedback simulating conventional techniques. In phase II, screws were driven with visual torque feedback. In phase III, screws were again inserted with conventional techniques. Comparison of these 3 phases with respect to screw insertion torque, surgeon rank, and perception of stripping was used to establish the effects of feedback. Seventy-three of 239 screws resulted in stripping. During the first phase, no feedback was provided and the overall strip rate was 41.8%; this decreased to 15% with visual feedback (P < 0.001) and returned to 35% when repeated without feedback. With feedback, a lower average torque was applied over a narrower torque distribution. Residents stripped 40.8% of screws compared with 20.2% for attending surgeons. Surgeons were poor at perceiving whether they stripped. Prevention and identification of stripping is influenced by surgeon perception of tactile sensation. This is significantly improved with utilization of real-time visual feedback of a torque versus roll curve. This concept of real-time feedback seems beneficial toward performance in synthetic cancellous bone and may lead to improved fixation in cancellous bone in a surgical setting.

Advanced Feedback Methods in Information Retrieval.

ERIC Educational Resources Information Center

Salton, G.; And Others

1985-01-01

In this study, automatic feedback techniques are applied to Boolean query statements in online information retrieval to generate improved query statements based on information contained in previously retrieved documents. Feedback operations are carried out using conventional Boolean logic and extended logic. Experimental output is included to…

Reproducibility of The Abdominal and Chest Wall Position by Voluntary Breath-Hold Technique Using a Laser-Based Monitoring and Visual Feedback System

DOE Office of Scientific and Technical Information (OSTI.GOV)

Nakamura, Katsumasa; Shioyama, Yoshiyuki; Nomoto, Satoru

2007-05-01

Purpose: The voluntary breath-hold (BH) technique is a simple method to control the respiration-related motion of a tumor during irradiation. However, the abdominal and chest wall position may not be accurately reproduced using the BH technique. The purpose of this study was to examine whether visual feedback can reduce the fluctuation in wall motion during BH using a new respiratory monitoring device. Methods and Materials: We developed a laser-based BH monitoring and visual feedback system. For this study, five healthy volunteers were enrolled. The volunteers, practicing abdominal breathing, performed shallow end-expiration BH (SEBH), shallow end-inspiration BH (SIBH), and deep end-inspirationmore » BH (DIBH) with or without visual feedback. The abdominal and chest wall positions were measured at 80-ms intervals during BHs. Results: The fluctuation in the chest wall position was smaller than that of the abdominal wall position. The reproducibility of the wall position was improved by visual feedback. With a monitoring device, visual feedback reduced the mean deviation of the abdominal wall from 2.1 {+-} 1.3 mm to 1.5 {+-} 0.5 mm, 2.5 {+-} 1.9 mm to 1.1 {+-} 0.4 mm, and 6.6 {+-} 2.4 mm to 2.6 {+-} 1.4 mm in SEBH, SIBH, and DIBH, respectively. Conclusions: Volunteers can perform the BH maneuver in a highly reproducible fashion when informed about the position of the wall, although in the case of DIBH, the deviation in the wall position remained substantial.« less

Memory-guided force control in healthy younger and older adults.

PubMed

Neely, Kristina A; Samimy, Shaadee; Blouch, Samantha L; Wang, Peiyuan; Chennavasin, Amanda; Diaz, Michele T; Dennis, Nancy A

2017-08-01

Successful performance of a memory-guided motor task requires participants to store and then recall an accurate representation of the motor goal. Further, participants must monitor motor output to make adjustments in the absence of visual feedback. The goal of this study was to examine memory-guided grip force in healthy younger and older adults and compare it to performance on behavioral tasks of working memory. Previous work demonstrates that healthy adults decrease force output as a function of time when visual feedback is not available. We hypothesized that older adults would decrease force output at a faster rate than younger adults, due to age-related deficits in working memory. Two groups of participants, younger adults (YA: N = 32, mean age 21.5 years) and older adults (OA: N = 33, mean age 69.3 years), completed four 20-s trials of isometric force with their index finger and thumb, equal to 25% of their maximum voluntary contraction. In the full-vision condition, visual feedback was available for the duration of the trial. In the no vision condition, visual feedback was removed for the last 12 s of each trial. Participants were asked to maintain constant force output in the absence of visual feedback. Participants also completed tasks of word recall and recognition and visuospatial working memory. Counter to our predictions, when visual feedback was removed, younger adults decreased force at a faster rate compared to older adults and the rate of decay was not associated with behavioral performance on tests of working memory.

Stimulus change as a factor in response maintenance with free food available.

PubMed Central

Osborne, S R; Shelby, M

1975-01-01

Rats bar pressed for food on a reinforcement schedule in which every response was reinforced, even though a dish of pellets was present. Initially, auditory and visual stimuli accompanied response-produced food presentation. With stimulus feedback as an added consequence of bar pressing, responding was maintained in the presence of free food; without stimulus feedback, responding decreased to a low level. Auditory feedback maintained slightly more responding than did visual feedback, and both together maintained more responding than did either separately. Almost no responding occurred when the only consequence of bar pressing was stimulus feedback. The data indicated conditioned and sensory reinforcement effects of response-produced stimulus feedback. PMID:1202121

Selective Activation of the Deep Layers of the Human Primary Visual Cortex by Top-Down Feedback.

PubMed

Kok, Peter; Bains, Lauren J; van Mourik, Tim; Norris, David G; de Lange, Floris P

2016-02-08

In addition to bottom-up input, the visual cortex receives large amounts of feedback from other cortical areas [1-3]. One compelling example of feedback activation of early visual neurons in the absence of bottom-up input occurs during the famous Kanizsa illusion, where a triangular shape is perceived, even in regions of the image where there is no bottom-up visual evidence for it. This illusion increases the firing activity of neurons in the primary visual cortex with a receptive field on the illusory contour [4]. Feedback signals are largely segregated from feedforward signals within each cortical area, with feedforward signals arriving in the middle layer, while top-down feedback avoids the middle layers and predominantly targets deep and superficial layers [1, 2, 5, 6]. Therefore, the feedback-mediated activity increase in V1 during the perception of illusory shapes should lead to a specific laminar activity profile that is distinct from the activity elicited by bottom-up stimulation. Here, we used fMRI at high field (7 T) to empirically test this hypothesis, by probing the cortical response to illusory figures in human V1 at different cortical depths [7-14]. We found that, whereas bottom-up stimulation activated all cortical layers, feedback activity induced by illusory figures led to a selective activation of the deep layers of V1. These results demonstrate the potential for non-invasive recordings of neural activity with laminar specificity in humans and elucidate the role of top-down signals during perceptual processing. Copyright © 2016 Elsevier Ltd. All rights reserved.

Good vibrations: tactile feedback in support of attention allocation and human-automation coordination in event-driven domains.

PubMed

Sklar, A E; Sarter, N B

1999-12-01

Observed breakdowns in human-machine communication can be explained, in part, by the nature of current automation feedback, which relies heavily on focal visual attention. Such feedback is not well suited for capturing attention in case of unexpected changes and events or for supporting the parallel processing of large amounts of data in complex domains. As suggested by multiple-resource theory, one possible solution to this problem is to distribute information across various sensory modalities. A simulator study was conducted to compare the effectiveness of visual, tactile, and redundant visual and tactile cues for indicating unexpected changes in the status of an automated cockpit system. Both tactile conditions resulted in higher detection rates for, and faster response times to, uncommanded mode transitions. Tactile feedback did not interfere with, nor was its effectiveness affected by, the performance of concurrent visual tasks. The observed improvement in task-sharing performance indicates that the introduction of tactile feedback is a promising avenue toward better supporting human-machine communication in event-driven, information-rich domains.

Game-Based Augmented Visual Feedback for Enlarging Speech Movements in Parkinson's Disease.

PubMed

Yunusova, Yana; Kearney, Elaine; Kulkarni, Madhura; Haworth, Brandon; Baljko, Melanie; Faloutsos, Petros

2017-06-22

The purpose of this pilot study was to demonstrate the effect of augmented visual feedback on acquisition and short-term retention of a relatively simple instruction to increase movement amplitude during speaking tasks in patients with dysarthria due to Parkinson's disease (PD). Nine patients diagnosed with PD, hypokinetic dysarthria, and impaired speech intelligibility participated in a training program aimed at increasing the size of their articulatory (tongue) movements during sentences. Two sessions were conducted: a baseline and training session, followed by a retention session 48 hr later. At baseline, sentences were produced at normal, loud, and clear speaking conditions. Game-based visual feedback regarding the size of the articulatory working space (AWS) was presented during training. Eight of nine participants benefited from training, increasing their sentence AWS to a greater degree following feedback as compared with the baseline loud and clear conditions. The majority of participants were able to demonstrate the learned skill at the retention session. This study demonstrated the feasibility of augmented visual feedback via articulatory kinematics for training movement enlargement in patients with hypokinesia due to PD. https://doi.org/10.23641/asha.5116840.

The Impact of Online Algorithm Visualization on ICT Students' Achievements in Introduction to Programming Course

ERIC Educational Resources Information Center

Saltan, Fatih

2017-01-01

Online Algorithm Visualization (OAV) is one of the recent developments in the instructional technology field that aims to help students handle difficulties faced when they begin to learn programming. This study aims to investigate the effect of online algorithm visualization on students' achievement in the introduction to programming course. To…

Model of rhythmic ball bouncing using a visually controlled neural oscillator.

PubMed

Avrin, Guillaume; Siegler, Isabelle A; Makarov, Maria; Rodriguez-Ayerbe, Pedro

2017-10-01

The present paper investigates the sensory-driven modulations of central pattern generator dynamics that can be expected to reproduce human behavior during rhythmic hybrid tasks. We propose a theoretical model of human sensorimotor behavior able to account for the observed data from the ball-bouncing task. The novel control architecture is composed of a Matsuoka neural oscillator coupled with the environment through visual sensory feedback. The architecture's ability to reproduce human-like performance during the ball-bouncing task in the presence of perturbations is quantified by comparison of simulated and recorded trials. The results suggest that human visual control of the task is achieved online. The adaptive behavior is made possible by a parametric and state control of the limit cycle emerging from the interaction of the rhythmic pattern generator, the musculoskeletal system, and the environment. NEW & NOTEWORTHY The study demonstrates that a behavioral model based on a neural oscillator controlled by visual information is able to accurately reproduce human modulations in a motor action with respect to sensory information during the rhythmic ball-bouncing task. The model attractor dynamics emerging from the interaction between the neuromusculoskeletal system and the environment met task requirements, environmental constraints, and human behavioral choices without relying on movement planning and explicit internal models of the environment. Copyright © 2017 the American Physiological Society.

Web-based video and feedback in the teaching of cardiopulmonary resuscitation.

PubMed

Bowden, Tracey; Rowlands, Angela; Buckwell, Margot; Abbott, Stephen

2012-05-01

Knowledge and skills relating to cardiopulmonary resuscitation tend to be lost over time. The combination of simulation sessions with online video records and online feedback allows for an enduring record of skills sessions to assist students in retaining and revising their learning. This paper reports a qualitative evaluation of such a combination used in inter-disciplinary sessions for volunteer nursing and medical students. Methods included focus groups and free text questionnaires; data were gathered from fourteen students and three teachers. Students had used the online material in a variety of personal ways, and found that the addition to their learning was significant. Their memories of the simulation sessions and of the feedback received immediately afterwards were incomplete, and repeated viewing enabled them to identify good and poor practice with more confidence, and to reflect more carefully on their own and others' practice. Teachers found it easier to give more detailed feedback when given the chance to watch the video than immediately after the session. All felt that the sessions would ideally be embedded in the curriculum. Copyright © 2011 Elsevier Ltd. All rights reserved.

Effect of Concurrent Visual Feedback Frequency on Postural Control Learning in Adolescents.

PubMed

Marco-Ahulló, Adrià; Sánchez-Tormo, Alexis; García-Pérez, José A; Villarrasa-Sapiña, Israel; González, Luis M; García-Massó, Xavier

2018-04-13

The purpose was to find better augmented visual feedback frequency (100% or 67%) for learning a balance task in adolescents. Thirty subjects were divided randomly into a control group, and 100% and 67% feedback groups. The three groups performed pretest (3 trials), practice (12 trials), posttest (3 trials) and retention (3 trials, 24 hours later). The reduced feedback group showed lower RMS in the posttest than in the pretest (p = 0.04). The control and reduced feedback groups showed significant lower median frequency in the posttest than in the pretest (p < 0.05). Both feedback groups showed lower values in retention than in the pretest (p < 0.05). Even when the effect of feedback frequency could not be detected in motor learning, 67% of the feedback was recommended for motor adaptation.

Using Visualization to Motivate Student Participation in Collaborative Online Learning Environments

ERIC Educational Resources Information Center

Jin, Sung-Hee

2017-01-01

Online participation in collaborative online learning environments is instrumental in motivating students to learn and promoting their learning satisfaction, but there has been little research on the technical supports for motivating students' online participation. The purpose of this study was to develop a visualization tool to motivate learners…

The Perceptual Root of Object-Based Storage: An Interactive Model of Perception and Visual Working Memory

ERIC Educational Resources Information Center

Gao, Tao; Gao, Zaifeng; Li, Jie; Sun, Zhongqiang; Shen, Mowei

2011-01-01

Mainstream theories of visual perception assume that visual working memory (VWM) is critical for integrating online perceptual information and constructing coherent visual experiences in changing environments. Given the dynamic interaction between online perception and VWM, we propose that how visual information is processed during visual…

How Do Batters Use Visual, Auditory, and Tactile Information about the Success of a Baseball Swing?

ERIC Educational Resources Information Center

Gray, Rob

2009-01-01

Bat/ball contact produces visual (the ball leaving the bat), auditory (the "crack" of the bat), and tactile (bat vibration) feedback about the success of the swing. We used a batting simulation to investigate how college baseball players use visual, tactile, and auditory feedback. In Experiment 1, swing accuracy (i.e., the lateral separation…

Microstimulation of area V4 has little effect on spatial attention and on perception of phosphenes evoked in area V1

PubMed Central

Dagnino, Bruno; Gariel-Mathis, Marie-Alice

2014-01-01

Previous transcranial magnetic stimulation (TMS) studies suggested that feedback from higher to lower areas of the visual cortex is important for the access of visual information to awareness. However, the influence of cortico-cortical feedback on awareness and the nature of the feedback effects are not yet completely understood. In the present study, we used electrical microstimulation in the visual cortex of monkeys to test the hypothesis that cortico-cortical feedback plays a role in visual awareness. We investigated the interactions between the primary visual cortex (V1) and area V4 by applying microstimulation in both cortical areas at various delays. We report that the monkeys detected the phosphenes produced by V1 microstimulation but subthreshold V4 microstimulation did not influence V1 phosphene detection thresholds. A second experiment examined the influence of V4 microstimulation on the monkeys' ability to detect the dimming of one of three peripheral visual stimuli. Again, microstimulation of a group of V4 neurons failed to modulate the monkeys' perception of a stimulus in their receptive field. We conclude that conditions exist where microstimulation of area V4 has only a limited influence on visual perception. PMID:25392172

Microstimulation of area V4 has little effect on spatial attention and on perception of phosphenes evoked in area V1.

PubMed

Dagnino, Bruno; Gariel-Mathis, Marie-Alice; Roelfsema, Pieter R

2015-02-01

Previous transcranial magnetic stimulation (TMS) studies suggested that feedback from higher to lower areas of the visual cortex is important for the access of visual information to awareness. However, the influence of cortico-cortical feedback on awareness and the nature of the feedback effects are not yet completely understood. In the present study, we used electrical microstimulation in the visual cortex of monkeys to test the hypothesis that cortico-cortical feedback plays a role in visual awareness. We investigated the interactions between the primary visual cortex (V1) and area V4 by applying microstimulation in both cortical areas at various delays. We report that the monkeys detected the phosphenes produced by V1 microstimulation but subthreshold V4 microstimulation did not influence V1 phosphene detection thresholds. A second experiment examined the influence of V4 microstimulation on the monkeys' ability to detect the dimming of one of three peripheral visual stimuli. Again, microstimulation of a group of V4 neurons failed to modulate the monkeys' perception of a stimulus in their receptive field. We conclude that conditions exist where microstimulation of area V4 has only a limited influence on visual perception. Copyright © 2015 the American Physiological Society.

Instructional Strategies to Help Online Students Learn: Feedback from Online Students

ERIC Educational Resources Information Center

Watson, Firm Faith; Castano Bishop, Marianne; Ferdinand-James, Debra

2017-01-01

Increased enrollment in online programs and courses has prompted a plethora of research on instructional strategies that impact online students' learning. Most of these strategies came from instructors, and others were solicited from students. While the literature notes that students who have more university experience tend to provide more…

"As Good as Your Word": Face-Threat Mitigation and the Use of Instructor Nonverbal Cues on Students' Perceptions of Digital Feedback

ERIC Educational Resources Information Center

Clark-Gordon, Cathlin V.; Bowman, Nicholas D.; Watts, Evan R.; Banks, Jaime; Knight, Jennifer M.

2018-01-01

Research has established that students often consider the delivery of instructor feedback to be a face-threatening event. To minimize the potential negative effects of feedback, verbal and nonverbal face-threat mitigation (FTM) strategies are utilized by instructors. Advances in digital feedback systems, like online documents and learning…

Consistency of handwriting movements in dementia of the Alzheimer's type: a comparison with Huntington's and Parkinson's diseases.

PubMed

Slavin, M J; Phillips, J G; Bradshaw, J L; Hall, K A; Presnell, I

1999-01-01

Patients with dementia of the Alzheimer's type (DAT) and their matched controls wrote, on a computer graphics tablet, 4 consecutive, cursive letter 'l's, with varying levels of visual feedback: noninking pen and blank paper so that only the hand movements could be seen, noninking pen and lined paper to constrain their writing, goggles to occlude the lower visual field and eliminate all relevant visual feedback, and inking pen with full vision. The kinematic measures of stroke length, duration, and peak velocity were expressed in terms of consistency via a signal-to-noise ratio (M value of each parameter divided by its SD). Irrespective of medication or severity, DAT patients had writing strokes of significantly less consistent lengths than controls', and were disproportionately impaired by reduced visual feedback. Again irrespective of medication or severity, patients' strokes were of significantly less consistent duration, and significantly less consistent peak velocity than controls', independent of feedback conditions. Patients, unlike controls, frequently perseverated, producing more than 4 'l's, or multiple sets of responses, which was not differentially affected by level of visual feedback. The more variable performance of patients supports a degradation of the base motor program, and resembles that of Huntington's rather than Parkinson's disease patients. It may indeed reflect frontal rather than basal ganglia dysfunction.

The Use of Visual Feedback During Signing: Evidence From Signers With Impaired Vision

PubMed Central

Korpics, Franco; Petronio, Karen

2009-01-01

The role of visual feedback during the production of American Sign Language was investigated by comparing the size of signing space during conversations and narrative monologues for normally sighted signers, signers with tunnel vision due to Usher syndrome, and functionally blind signers. The interlocutor for all groups was a normally sighted deaf person. Signers with tunnel vision produced a greater proportion of signs near the face than blind and normally sighted signers, who did not differ from each other. Both groups of visually impaired signers produced signs within a smaller signing space for conversations than for monologues, but we hypothesize that they did so for different reasons. Signers with tunnel vision may align their signing space with that of their interlocutor. In contrast, blind signers may enhance proprioceptive feedback by producing signs within an enlarged signing space for monologues, which do not require switching between tactile and visual signing. Overall, we hypothesize that signers use visual feedback to phonetically calibrate the dimensions of signing space, rather than to monitor language output. PMID:18495656

The use of visual feedback during signing: evidence from signers with impaired vision.

PubMed

Emmorey, Karen; Korpics, Franco; Petronio, Karen

2009-01-01

The role of visual feedback during the production of American Sign Language was investigated by comparing the size of signing space during conversations and narrative monologues for normally sighted signers, signers with tunnel vision due to Usher syndrome, and functionally blind signers. The interlocutor for all groups was a normally sighted deaf person. Signers with tunnel vision produced a greater proportion of signs near the face than blind and normally sighted signers, who did not differ from each other. Both groups of visually impaired signers produced signs within a smaller signing space for conversations than for monologues, but we hypothesize that they did so for different reasons. Signers with tunnel vision may align their signing space with that of their interlocutor. In contrast, blind signers may enhance proprioceptive feedback by producing signs within an enlarged signing space for monologues, which do not require switching between tactile and visual signing. Overall, we hypothesize that signers use visual feedback to phonetically calibrate the dimensions of signing space, rather than to monitor language output.

Probing sensorimotor integration during musical performance.

PubMed

Furuya, Shinichi; Furukawa, Yuta; Uehara, Kazumasa; Oku, Takanori

2018-03-10

An integration of afferent sensory information from the visual, auditory, and proprioceptive systems into execution and update of motor programs plays crucial roles in control and acquisition of skillful sequential movements in musical performance. However, conventional behavioral and neurophysiological techniques that have been applied to study simplistic motor behaviors limit elucidating online sensorimotor integration processes underlying skillful musical performance. Here, we propose two novel techniques that were developed to investigate the roles of auditory and proprioceptive feedback in piano performance. First, a closed-loop noninvasive brain stimulation system that consists of transcranial magnetic stimulation, a motion sensor, and a microcomputer enabled to assess time-varying cortical processes subserving auditory-motor integration during piano playing. Second, a force-field system capable of manipulating the weight of a piano key allowed for characterizing movement adaptation based on the feedback obtained, which can shed light on the formation of an internal representation of the piano. Results of neurophysiological and psychophysics experiments provided evidence validating these systems as effective means for disentangling computational and neural processes of sensorimotor integration in musical performance. © 2018 New York Academy of Sciences.

Proprioceptive feedback determines visuomotor gain in Drosophila

PubMed Central

Bartussek, Jan; Lehmann, Fritz-Olaf

2016-01-01

Multisensory integration is a prerequisite for effective locomotor control in most animals. Especially, the impressive aerial performance of insects relies on rapid and precise integration of multiple sensory modalities that provide feedback on different time scales. In flies, continuous visual signalling from the compound eyes is fused with phasic proprioceptive feedback to ensure precise neural activation of wing steering muscles (WSM) within narrow temporal phase bands of the stroke cycle. This phase-locked activation relies on mechanoreceptors distributed over wings and gyroscopic halteres. Here we investigate visual steering performance of tethered flying fruit flies with reduced haltere and wing feedback signalling. Using a flight simulator, we evaluated visual object fixation behaviour, optomotor altitude control and saccadic escape reflexes. The behavioural assays show an antagonistic effect of wing and haltere signalling on visuomotor gain during flight. Compared with controls, suppression of haltere feedback attenuates while suppression of wing feedback enhances the animal’s wing steering range. Our results suggest that the generation of motor commands owing to visual perception is dynamically controlled by proprioception. We outline a potential physiological mechanism based on the biomechanical properties of WSM and sensory integration processes at the level of motoneurons. Collectively, the findings contribute to our general understanding how moving animals integrate sensory information with dynamically changing temporal structure. PMID:26909184

Multimodal Strategies Allowing Corrective Feedback to Be Softened during Webconferencing-Supported Interactions

ERIC Educational Resources Information Center

Wigham, Ciara R.; Vidal, Julie

2016-01-01

This paper focuses on corrective feedback and examines how trainee-teachers use different semiotic resources to soften feedback sequences during synchronous online interactions. The ISMAEL corpus of webconferencing-supported L2 interactions in French provided data for this qualitative study. Using multimodal transcriptions, the analysis describes…

Investigating the Impact of Automated Feedback on Students' Scientific Argumentation

ERIC Educational Resources Information Center

Zhu, Mengxiao; Lee, Hee-Sun; Wang, Ting; Liu, Ou Lydia; Belur, Vinetha; Pallant, Amy

2017-01-01

This study investigates the role of automated scoring and feedback in supporting students' construction of written scientific arguments while learning about factors that affect climate change in the classroom. The automated scoring and feedback technology was integrated into an online module. Students' written scientific argumentation occurred…

Visual feedback training improves postural adjustments associated with moving obstacle avoidance in elderly women.

PubMed

Hatzitaki, V; Voudouris, D; Nikodelis, T; Amiridis, I G

2009-02-01

The study examined the impact of visually guided weight shifting (WS) practice on the postural adjustments evoked by elderly women when avoiding collision with a moving obstacle while standing. Fifty-six healthy elderly women (70.9+/-5.7 years, 87.5+/-9.6 kg) were randomly assigned into one of three groups: a group that completed 12 sessions (25 min, 3s/week) of WS practice in the Anterior/Posterior direction (A/P group, n=20), a group that performed the same practice in the medio/lateral direction (M/L group, n=20) and a control group (n=16). Pre- and post-training, participants were tested in a moving obstacle avoidance task. As a result of practice, postural response onset shifted closer to the time of collision with the obstacle. Side-to-side WS resulted in a reduction of the M/L sway amplitude and an increase of the trunk's velocity during avoidance. It is concluded that visually guided WS practice enhances elderly's ability for on-line visuo-motor processing when avoiding collision eliminating reliance on anticipatory scaling. Specifying the direction of WS seems to be critical for optimizing the transfer of training adaptations.

pyAudioAnalysis: An Open-Source Python Library for Audio Signal Analysis.

PubMed

Giannakopoulos, Theodoros

2015-01-01

Audio information plays a rather important role in the increasing digital content that is available today, resulting in a need for methodologies that automatically analyze such content: audio event recognition for home automations and surveillance systems, speech recognition, music information retrieval, multimodal analysis (e.g. audio-visual analysis of online videos for content-based recommendation), etc. This paper presents pyAudioAnalysis, an open-source Python library that provides a wide range of audio analysis procedures including: feature extraction, classification of audio signals, supervised and unsupervised segmentation and content visualization. pyAudioAnalysis is licensed under the Apache License and is available at GitHub (https://github.com/tyiannak/pyAudioAnalysis/). Here we present the theoretical background behind the wide range of the implemented methodologies, along with evaluation metrics for some of the methods. pyAudioAnalysis has been already used in several audio analysis research applications: smart-home functionalities through audio event detection, speech emotion recognition, depression classification based on audio-visual features, music segmentation, multimodal content-based movie recommendation and health applications (e.g. monitoring eating habits). The feedback provided from all these particular audio applications has led to practical enhancement of the library.

pyAudioAnalysis: An Open-Source Python Library for Audio Signal Analysis

PubMed Central

Giannakopoulos, Theodoros

2015-01-01

Audio information plays a rather important role in the increasing digital content that is available today, resulting in a need for methodologies that automatically analyze such content: audio event recognition for home automations and surveillance systems, speech recognition, music information retrieval, multimodal analysis (e.g. audio-visual analysis of online videos for content-based recommendation), etc. This paper presents pyAudioAnalysis, an open-source Python library that provides a wide range of audio analysis procedures including: feature extraction, classification of audio signals, supervised and unsupervised segmentation and content visualization. pyAudioAnalysis is licensed under the Apache License and is available at GitHub (https://github.com/tyiannak/pyAudioAnalysis/). Here we present the theoretical background behind the wide range of the implemented methodologies, along with evaluation metrics for some of the methods. pyAudioAnalysis has been already used in several audio analysis research applications: smart-home functionalities through audio event detection, speech emotion recognition, depression classification based on audio-visual features, music segmentation, multimodal content-based movie recommendation and health applications (e.g. monitoring eating habits). The feedback provided from all these particular audio applications has led to practical enhancement of the library. PMID:26656189

Large-Scale Overlays and Trends: Visually Mining, Panning and Zooming the Observable Universe.

PubMed

Luciani, Timothy Basil; Cherinka, Brian; Oliphant, Daniel; Myers, Sean; Wood-Vasey, W Michael; Labrinidis, Alexandros; Marai, G Elisabeta

2014-07-01

We introduce a web-based computing infrastructure to assist the visual integration, mining and interactive navigation of large-scale astronomy observations. Following an analysis of the application domain, we design a client-server architecture to fetch distributed image data and to partition local data into a spatial index structure that allows prefix-matching of spatial objects. In conjunction with hardware-accelerated pixel-based overlays and an online cross-registration pipeline, this approach allows the fetching, displaying, panning and zooming of gigabit panoramas of the sky in real time. To further facilitate the integration and mining of spatial and non-spatial data, we introduce interactive trend images-compact visual representations for identifying outlier objects and for studying trends within large collections of spatial objects of a given class. In a demonstration, images from three sky surveys (SDSS, FIRST and simulated LSST results) are cross-registered and integrated as overlays, allowing cross-spectrum analysis of astronomy observations. Trend images are interactively generated from catalog data and used to visually mine astronomy observations of similar type. The front-end of the infrastructure uses the web technologies WebGL and HTML5 to enable cross-platform, web-based functionality. Our approach attains interactive rendering framerates; its power and flexibility enables it to serve the needs of the astronomy community. Evaluation on three case studies, as well as feedback from domain experts emphasize the benefits of this visual approach to the observational astronomy field; and its potential benefits to large scale geospatial visualization in general.

Spatiotemporal dynamics of brain activity during the transition from visually guided to memory-guided force control

PubMed Central

Poon, Cynthia; Chin-Cottongim, Lisa G.; Coombes, Stephen A.; Corcos, Daniel M.

2012-01-01

It is well established that the prefrontal cortex is involved during memory-guided tasks whereas visually guided tasks are controlled in part by a frontal-parietal network. However, the nature of the transition from visually guided to memory-guided force control is not as well established. As such, this study examines the spatiotemporal pattern of brain activity that occurs during the transition from visually guided to memory-guided force control. We measured 128-channel scalp electroencephalography (EEG) in healthy individuals while they performed a grip force task. After visual feedback was removed, the first significant change in event-related activity occurred in the left central region by 300 ms, followed by changes in prefrontal cortex by 400 ms. Low-resolution electromagnetic tomography (LORETA) was used to localize the strongest activity to the left ventral premotor cortex and ventral prefrontal cortex. A second experiment altered visual feedback gain but did not require memory. In contrast to memory-guided force control, altering visual feedback gain did not lead to early changes in the left central and midline prefrontal regions. Decreasing the spatial amplitude of visual feedback did lead to changes in the midline central region by 300 ms, followed by changes in occipital activity by 400 ms. The findings show that subjects rely on sensorimotor memory processes involving left ventral premotor cortex and ventral prefrontal cortex after the immediate transition from visually guided to memory-guided force control. PMID:22696535

The quality of visual information about the lower extremities influences visuomotor coordination during virtual obstacle negotiation.

PubMed

Kim, Aram; Kretch, Kari S; Zhou, Zixuan; Finley, James M

2018-05-09

Successful negotiation of obstacles during walking relies on the integration of visual information about the environment with ongoing locomotor commands. When information about the body and environment are removed through occlusion of the lower visual field, individuals increase downward head pitch angle, reduce foot placement precision, and increase safety margins during crossing. However, whether these effects are mediated by loss of visual information about the lower extremities, the obstacle, or both remains to be seen. Here, we used a fully immersive, virtual obstacle negotiation task to investigate how visual information about the lower extremities is integrated with information about the environment to facilitate skillful obstacle negotiation. Participants stepped over virtual obstacles while walking on a treadmill with one of three types of visual feedback about the lower extremities: no feedback, end-point feedback, or a link-segment model. We found that absence of visual information about the lower extremities led to an increase in the variability of leading foot placement after crossing. The presence of a visual representation of the lower extremities promoted greater downward head pitch angle during the approach to and subsequent crossing of an obstacle. In addition, having greater downward head pitch was associated with closer placement of the trailing foot to the obstacle, further placement of the leading foot after the obstacle, and higher trailing foot clearance. These results demonstrate that the fidelity of visual information about the lower extremities influences both feed-forward and feedback aspects of visuomotor coordination during obstacle negotiation.

Impact of web searching and social feedback on consumer decision making: a prospective online experiment.

PubMed

Lau, Annie Y S; Coiera, Enrico W

2008-01-22

The World Wide Web has increasingly become an important source of information in health care consumer decision making. However, little is known about whether searching online resources actually improves consumers' understanding of health issues. The aim was to study whether searching on the World Wide Web improves consumers' accuracy in answering health questions and whether consumers' understanding of health issues is subject to further change under social feedback. This was a pre/post prospective online study. A convenience sample of 227 undergraduate students was recruited from the population of the University of New South Wales. Subjects used a search engine that retrieved online documents from PubMed, MedlinePlus, and HealthInsite and answered a set of six questions (before and after use of the search engine) designed for health care consumers. They were then presented with feedback consisting of a summary of the post-search answers provided by previous subjects for the same questions and were asked to answer the questions again. There was an improvement in the percentage of correct answers after searching (pre-search 61.2% vs post-search 82.0%, P <.001) and after feedback with other subjects' answers (pre-feedback 82.0% vs post-feedback 85.3%, P =.051). The proportion of subjects with highly confident correct answers (ie, confident or very confident) and the proportion with highly confident incorrect answers significantly increased after searching (correct pre-search 61.6% vs correct post-search 95.5%, P <.001; incorrect pre-search 55.3% vs incorrect post-search 82.0%, P <.001). Subjects who were not as confident in their post-search answers were 28.5% more likely than those who were confident or very confident to change their answer after feedback with other subjects' post-search answers (chi(2) (1)= 66.65, P <.001). Searching across quality health information sources on the Web can improve consumers' accuracy in answering health questions. However, a consumer's confidence in an answer is not a good indicator of the answer being correct. Consumers who are not confident in their answers after searching are more likely to be influenced to change their views when provided with feedback from other consumers.

Real-time visual biofeedback during weight bearing improves therapy compliance in patients following lower extremity fractures.

PubMed

Raaben, Marco; Holtslag, Herman R; Leenen, Luke P H; Augustine, Robin; Blokhuis, Taco J

2018-01-01

Individuals with lower extremity fractures are often instructed on how much weight to bear on the affected extremity. Previous studies have shown limited therapy compliance in weight bearing during rehabilitation. In this study we investigated the effect of real-time visual biofeedback on weight bearing in individuals with lower extremity fractures in two conditions: full weight bearing and touch-down weight bearing. 11 participants with full weight bearing and 12 participants with touch-down weight bearing after lower extremity fractures have been measured with an ambulatory biofeedback system. The participants first walked 15m and the biofeedback system was only used to register the weight bearing. The same protocol was then repeated with real-time visual feedback during weight bearing. The participants could thereby adapt their loading to the desired level and improve therapy compliance. In participants with full weight bearing, real-time visual biofeedback resulted in a significant increase in loading from 50.9±7.51% bodyweight (BW) without feedback to 63.2±6.74%BW with feedback (P=0.0016). In participants with touch-down weight bearing, the exerted lower extremity load decreased from 16.7±9.77kg without feedback to 10.27±4.56kg with feedback (P=0.0718). More important, the variance between individual steps significantly decreased after feedback (P=0.018). Ambulatory monitoring weight bearing after lower extremity fractures showed that therapy compliance is low, both in full and touch-down weight bearing. Real-time visual biofeedback resulted in significantly higher peak loads in full weight bearing and increased accuracy of individual steps in touch-down weight bearing. Real-time visual biofeedback therefore results in improved therapy compliance after lower extremity fractures. Copyright © 2017 Elsevier B.V. All rights reserved.

Unintentional force changes in cyclical tasks performed by an abundant system: Empirical observations and a dynamical model.

PubMed

Reschechtko, Sasha; Hasanbarani, Fariba; Akulin, Vladimir M; Latash, Mark L

2017-05-14

The study explored unintentional force changes elicited by removing visual feedback during cyclical, two-finger isometric force production tasks. Subjects performed two types of tasks at 1Hz, paced by an auditory metronome. One - Force task - required cyclical changes in total force while maintaining the sharing, defined as relative contribution of a finger to total force. The other task - Share task - required cyclical changes in sharing while keeping total force unchanged. Each trial started under full visual feedback on both force and sharing; subsequently, feedback on the variable that was instructed to stay constant was frozen, and finally feedback on the other variable was also removed. In both tasks, turning off visual feedback on total force elicited a drop in the mid-point of the force cycle and an increase in the peak-to-peak force amplitude. Turning off visual feedback on sharing led to a drift of mean share toward 50:50 across both tasks. Without visual feedback there was consistent deviation of the two force time series from the in-phase pattern (typical of the Force task) and from the out-of-phase pattern (typical of the Share task). This finding is in contrast to most earlier studies that demonstrated only two stable patterns, in-phase and out-of-phase. We interpret the results as consequences of drifts of parameters in a dynamical system leading in particular to drifts in the referent finger coordinates toward their actual coordinates. The relative phase desynchronization is caused by the right-left differences in the hypothesized drift processes, consistent with the dynamic dominance hypothesis. Copyright © 2017 IBRO. Published by Elsevier Ltd. All rights reserved.

Alterations in Neural Control of Constant Isometric Contraction with the Size of Error Feedback

PubMed Central

Hwang, Ing-Shiou; Lin, Yen-Ting; Huang, Wei-Min; Yang, Zong-Ru; Hu, Chia-Ling; Chen, Yi-Ching

2017-01-01

Discharge patterns from a population of motor units (MUs) were estimated with multi-channel surface electromyogram and signal processing techniques to investigate parametric differences in low-frequency force fluctuations, MU discharges, and force-discharge relation during static force-tracking with varying sizes of execution error presented via visual feedback. Fourteen healthy adults produced isometric force at 10% of maximal voluntary contraction through index abduction under three visual conditions that scaled execution errors with different amplification factors. Error-augmentation feedback that used a high amplification factor (HAF) to potentiate visualized error size resulted in higher sample entropy, mean frequency, ratio of high-frequency components, and spectral dispersion of force fluctuations than those of error-reducing feedback using a low amplification factor (LAF). In the HAF condition, MUs with relatively high recruitment thresholds in the dorsal interosseous muscle exhibited a larger coefficient of variation for inter-spike intervals and a greater spectral peak of the pooled MU coherence at 13–35 Hz than did those in the LAF condition. Manipulation of the size of error feedback altered the force-discharge relation, which was characterized with non-linear approaches such as mutual information and cross sample entropy. The association of force fluctuations and global discharge trace decreased with increasing error amplification factor. Our findings provide direct neurophysiological evidence that favors motor training using error-augmentation feedback. Amplification of the visualized error size of visual feedback could enrich force gradation strategies during static force-tracking, pertaining to selective increases in the discharge variability of higher-threshold MUs that receive greater common oscillatory inputs in the β-band. PMID:28125658

Unintentional force changes in cyclical tasks performed by an abundant system: Empirical observations and a dynamical model

PubMed Central

Reschechtko, Sasha; Hasanbarani, Fariba; Akulin, Vladimir M.; Latash, Mark L.

2017-01-01

The study explored unintentional force changes elicited by removing visual feedback during cyclical, two-finger isometric force production tasks. Subjects performed two types of tasks at 1 Hz, paced by an auditory metronome. One – Force task – required cyclical changes in total force while maintaining the sharing, defined as relative contribution of a finger to total force. The other task – Share task – required cyclical changes in sharing while keeping total force unchanged. Each trial started under full visual feedback on both force and sharing; subsequently, feedback on the variable that was instructed to stay constant was frozen, and finally feedback on the other variable was also removed. In both tasks, turning off visual feedback on total force elicited a drop in the mid-point of the force cycle and an increase in the peak-to-peak force amplitude. Turning off visual feedback on sharing led to a drift of mean share toward 50:50 across both tasks. Without visual feedback there was consistent deviation of the two force time series from the in-phase pattern (typical of the Force task) and from the out-of-phase pattern (typical of the Share task). This finding is in contrast to most earlier studies that demonstrated only two stable patterns, in-phase and out-of-phase. We interpret the results as consequences of drifts of parameters in a dynamical system leading in particular to drifts in the referent finger coordinates toward their actual coordinates. The relative phase desynchronization is caused by the right-left differences in the hypothesized drift processes, consistent with the dynamic dominance hypothesis. PMID:28344070

The effect of haptic guidance and visual feedback on learning a complex tennis task.

PubMed

Marchal-Crespo, Laura; van Raai, Mark; Rauter, Georg; Wolf, Peter; Riener, Robert

2013-11-01

While haptic guidance can improve ongoing performance of a motor task, several studies have found that it ultimately impairs motor learning. However, some recent studies suggest that the haptic demonstration of optimal timing, rather than movement magnitude, enhances learning in subjects trained with haptic guidance. Timing of an action plays a crucial role in the proper accomplishment of many motor skills, such as hitting a moving object (discrete timing task) or learning a velocity profile (time-critical tracking task). The aim of the present study is to evaluate which feedback conditions-visual or haptic guidance-optimize learning of the discrete and continuous elements of a timing task. The experiment consisted in performing a fast tennis forehand stroke in a virtual environment. A tendon-based parallel robot connected to the end of a racket was used to apply haptic guidance during training. In two different experiments, we evaluated which feedback condition was more adequate for learning: (1) a time-dependent discrete task-learning to start a tennis stroke and (2) a tracking task-learning to follow a velocity profile. The effect that the task difficulty and subject's initial skill level have on the selection of the optimal training condition was further evaluated. Results showed that the training condition that maximizes learning of the discrete time-dependent motor task depends on the subjects' initial skill level. Haptic guidance was especially suitable for less-skilled subjects and in especially difficult discrete tasks, while visual feedback seems to benefit more skilled subjects. Additionally, haptic guidance seemed to promote learning in a time-critical tracking task, while visual feedback tended to deteriorate the performance independently of the task difficulty and subjects' initial skill level. Haptic guidance outperformed visual feedback, although additional studies are needed to further analyze the effect of other types of feedback visualization on motor learning of time-critical tasks.

Can You Hear That Peak? Utilization of Auditory and Visual Feedback at Peak Limb Velocity.

PubMed

Loria, Tristan; de Grosbois, John; Tremblay, Luc

2016-09-01

At rest, the central nervous system combines and integrates multisensory cues to yield an optimal percept. When engaging in action, the relative weighing of sensory modalities has been shown to be altered. Because the timing of peak velocity is the critical moment in some goal-directed movements (e.g., overarm throwing), the current study sought to test whether visual and auditory cues are optimally integrated at that specific kinematic marker when it is the critical part of the trajectory. Participants performed an upper-limb movement in which they were required to reach their peak limb velocity when the right index finger intersected a virtual target (i.e., a flinging movement). Brief auditory, visual, or audiovisual feedback (i.e., 20 ms in duration) was provided to participants at peak limb velocity. Performance was assessed primarily through the resultant position of peak limb velocity and the variability of that position. Relative to when no feedback was provided, auditory feedback significantly reduced the resultant endpoint variability of the finger position at peak limb velocity. However, no such reductions were found for the visual or audiovisual feedback conditions. Further, providing both auditory and visual cues concurrently also failed to yield the theoretically predicted improvements in endpoint variability. Overall, the central nervous system can make significant use of an auditory cue but may not optimally integrate a visual and auditory cue at peak limb velocity, when peak velocity is the critical part of the trajectory.

A Qualitative Evaluation of an Online Expert-Facilitated Course on Tobacco Dependence Treatment.

PubMed

Ebn Ahmady, Arezoo; Barker, Megan; Dragonetti, Rosa; Fahim, Myra; Selby, Peter

2017-01-01

Qualitative evaluations of courses prove difficult due to low response rates. Online courses may permit the analysis of qualitative feedback provided by health care providers (HCPs) during and after the course is completed. This study describes the use of qualitative methods for an online continuing medical education (CME) course through the analysis of HCP feedback for the purpose of quality improvement. We used formative and summative feedback from HCPs about their self-reported experiences of completing an online expert-facilitated course on tobacco dependence treatment (the Training Enhancement in Applied Cessation Counselling and Health [TEACH] Project). Phenomenological, inductive, and deductive approaches were applied to develop themes. QSR NVivo 11 was used to analyze the themes derived from free-text comments and responses to open-ended questions. A total of 277 out of 287 participants (96.5%) completed the course evaluations and provided 690 comments focused on how to improve the program. Five themes emerged from the formative evaluations: overall quality, content, delivery method, support, and time. The majority of comments (22.6%) in the formative evaluation expressed satisfaction with overall course quality. Suggestions for improvement were mostly for course content and delivery method (20.4% and 17.8%, respectively). Five themes emerged from the summative evaluation: feedback related to learning objectives, interprofessional collaboration, future topics of relevance, overall modifications, and overall satisfaction. Comments on course content, website function, timing, and support were the identified areas for improvement. This study provides a model to evaluate the effectiveness of online educational interventions. Significantly, this constructive approach to evaluation allows CME providers to take rapid corrective action.

A Qualitative Evaluation of an Online Expert-Facilitated Course on Tobacco Dependence Treatment

PubMed Central

Ebn Ahmady, Arezoo; Barker, Megan; Dragonetti, Rosa; Fahim, Myra; Selby, Peter

2017-01-01

Qualitative evaluations of courses prove difficult due to low response rates. Online courses may permit the analysis of qualitative feedback provided by health care providers (HCPs) during and after the course is completed. This study describes the use of qualitative methods for an online continuing medical education (CME) course through the analysis of HCP feedback for the purpose of quality improvement. We used formative and summative feedback from HCPs about their self-reported experiences of completing an online expert-facilitated course on tobacco dependence treatment (the Training Enhancement in Applied Cessation Counselling and Health [TEACH] Project). Phenomenological, inductive, and deductive approaches were applied to develop themes. QSR NVivo 11 was used to analyze the themes derived from free-text comments and responses to open-ended questions. A total of 277 out of 287 participants (96.5%) completed the course evaluations and provided 690 comments focused on how to improve the program. Five themes emerged from the formative evaluations: overall quality, content, delivery method, support, and time. The majority of comments (22.6%) in the formative evaluation expressed satisfaction with overall course quality. Suggestions for improvement were mostly for course content and delivery method (20.4% and 17.8%, respectively). Five themes emerged from the summative evaluation: feedback related to learning objectives, interprofessional collaboration, future topics of relevance, overall modifications, and overall satisfaction. Comments on course content, website function, timing, and support were the identified areas for improvement. This study provides a model to evaluate the effectiveness of online educational interventions. Significantly, this constructive approach to evaluation allows CME providers to take rapid corrective action. PMID:28992759

Exploring the Impact of the Informational Value of Feedback Choices on Performance Outcomes in an Online Assessment Game

ERIC Educational Resources Information Center

Cutumisu, Maria

2017-01-01

This paper examines the impact of the informational value of feedback choices on students' performance, their choice to revise, and the time they spend designing posters and reading feedback in an assessment game. Choices to seek confirmatory or critical feedback and to revise posters in a poster design task were collected from a hundred and six…

Social Media and Peer Feedback: What Do Students Really Think about Using Wiki and Facebook as Platforms for Peer Feedback?

ERIC Educational Resources Information Center

Demirbilek, Muhammet

2015-01-01

Web 2.0 tools are becoming increasingly pervasive in higher education, and as a result, there is increasing interest in the use of online feedback activities. This study investigated students' actual experiences and perceptions using social media, Wiki and Facebook, tools to provide peer feedback on students' instructional material projects and to…

ComPAIR: A New Online Tool Using Adaptive Comparative Judgement to Support Learning with Peer Feedback

ERIC Educational Resources Information Center

Potter, Tiffany; Englund, Letitia; Charbonneau, James; MacLean, Mark Thompson; Newell, Jonathan; Roll, Ido

2017-01-01

Peer feedback is a useful strategy in teaching and learning, but its effectiveness particularly in introductory courses can be limited by the relative newness of students to both the body of knowledge upon which they are being asked to provide feedback and the skill set involved in providing good feedback. This paper applies a novel approach to…

Impaired Feedforward Control and Enhanced Feedback Control of Speech in Patients with Cerebellar Degeneration.

PubMed

Parrell, Benjamin; Agnew, Zarinah; Nagarajan, Srikantan; Houde, John; Ivry, Richard B

2017-09-20

The cerebellum has been hypothesized to form a crucial part of the speech motor control network. Evidence for this comes from patients with cerebellar damage, who exhibit a variety of speech deficits, as well as imaging studies showing cerebellar activation during speech production in healthy individuals. To date, the precise role of the cerebellum in speech motor control remains unclear, as it has been implicated in both anticipatory (feedforward) and reactive (feedback) control. Here, we assess both anticipatory and reactive aspects of speech motor control, comparing the performance of patients with cerebellar degeneration and matched controls. Experiment 1 tested feedforward control by examining speech adaptation across trials in response to a consistent perturbation of auditory feedback. Experiment 2 tested feedback control, examining online corrections in response to inconsistent perturbations of auditory feedback. Both male and female patients and controls were tested. The patients were impaired in adapting their feedforward control system relative to controls, exhibiting an attenuated anticipatory response to the perturbation. In contrast, the patients produced even larger compensatory responses than controls, suggesting an increased reliance on sensory feedback to guide speech articulation in this population. Together, these results suggest that the cerebellum is crucial for maintaining accurate feedforward control of speech, but relatively uninvolved in feedback control. SIGNIFICANCE STATEMENT Speech motor control is a complex activity that is thought to rely on both predictive, feedforward control as well as reactive, feedback control. While the cerebellum has been shown to be part of the speech motor control network, its functional contribution to feedback and feedforward control remains controversial. Here, we use real-time auditory perturbations of speech to show that patients with cerebellar degeneration are impaired in adapting feedforward control of speech but retain the ability to make online feedback corrections; indeed, the patients show an increased sensitivity to feedback. These results indicate that the cerebellum forms a crucial part of the feedforward control system for speech but is not essential for online, feedback control. Copyright © 2017 the authors 0270-6474/17/379249-10$15.00/0.

Peer Observation, Feedback and Reflection for Development of Practice in Synchronous Online Teaching

ERIC Educational Resources Information Center

Jones, Mark H.; Gallen, Anne-Marie

2016-01-01

Peer observation of teaching is an established developmental tool in face-to-face settings. While there have been studies into peer observation as applied to asynchronous online teaching, less is known about its application to teaching online using synchronous communication systems. We describe a small-scale study of an online peer observation…

Engagement with Online Self-Tests as a Predictor of Student Success

ERIC Educational Resources Information Center

Thomas, Judith A.; Wadsworth, Dan; Jin, Ying; Clarke, Jim; Page, Rachel; Thunders, Michelle

2017-01-01

Online self-testing as part of the online learning environment (OLE) provides practice questions on key concepts with immediate feedback--in a "no-risk" environment. OLE activity was analysed for 471 on-site and distance students enrolled in health science courses to determine total activity on the OLE and usage of online self-tests. The…

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.

Development of closed-loop neural interface technology in a rat model: combining motor cortex operant conditioning with visual cortex microstimulation.

PubMed

Marzullo, Timothy Charles; Lehmkuhle, Mark J; Gage, Gregory J; Kipke, Daryl R

2010-04-01

Closed-loop neural interface technology that combines neural ensemble decoding with simultaneous electrical microstimulation feedback is hypothesized to improve deep brain stimulation techniques, neuromotor prosthetic applications, and epilepsy treatment. Here we describe our iterative results in a rat model of a sensory and motor neurophysiological feedback control system. Three rats were chronically implanted with microelectrode arrays in both the motor and visual cortices. The rats were subsequently trained over a period of weeks to modulate their motor cortex ensemble unit activity upon delivery of intra-cortical microstimulation (ICMS) of the visual cortex in order to receive a food reward. Rats were given continuous feedback via visual cortex ICMS during the response periods that was representative of the motor cortex ensemble dynamics. Analysis revealed that the feedback provided the animals with indicators of the behavioral trials. At the hardware level, this preparation provides a tractable test model for improving the technology of closed-loop neural devices.

The persistence of a visual dominance effect in a telemanipulator task: A comparison between visual and electrotactile feedback

NASA Technical Reports Server (NTRS)

Gaillard, J. P.

1981-01-01

The possibility to use an electrotactile stimulation in teleoperation and to observe the interpretation of such information as a feedback to the operator was investigated. It is proposed that visual feedback is more informative than an electrotactile one; and that complex electrotactile feedback slows down both the motor decision and motor response processes, is processed as an all or nothing signal, and bypasses the receptive structure and accesses directly in a working memory where information is sequentially processed and where memory is limited in treatment capacity. The electrotactile stimulation is used as an alerting signal. It is suggested that the visual dominance effect is the result of the advantage of both a transfer function and a sensory memory register where information is pretreated and memorized for a short time. It is found that dividing attention has an effect on the acquisition of the information but not on the subsequent decision processes.

A direct comparison of short-term audiomotor and visuomotor memory.

PubMed

Ward, Amanda M; Loucks, Torrey M; Ofori, Edward; Sosnoff, Jacob J

2014-04-01

Audiomotor and visuomotor short-term memory are required for an important variety of skilled movements but have not been compared in a direct manner previously. Audiomotor memory capacity might be greater to accommodate auditory goals that are less directly related to movement outcome than for visually guided tasks. Subjects produced continuous isometric force with the right index finger under auditory and visual feedback. During the first 10 s of each trial, subjects received continuous auditory or visual feedback. For the following 15 s, feedback was removed but the force had to be maintained accurately. An internal effort condition was included to test memory capacity in the same manner but without external feedback. Similar decay times of ~5-6 s were found for vision and audition but the decay time for internal effort was ~4 s. External feedback thus provides an advantage in maintaining a force level after feedback removal, but may not exclude some contribution from a sense of effort. Short-term memory capacity appears longer than certain previous reports but there may not be strong distinctions in capacity across different sensory modalities, at least for isometric force.

Effects of continuous visual feedback during sitting balance training in chronic stroke survivors.

PubMed

Pellegrino, Laura; Giannoni, Psiche; Marinelli, Lucio; Casadio, Maura

2017-10-16

Postural control deficits are common in stroke survivors and often the rehabilitation programs include balance training based on visual feedback to improve the control of body position or of the voluntary shift of body weight in space. In the present work, a group of chronic stroke survivors, while sitting on a force plate, exercised the ability to control their Center of Pressure with a training based on continuous visual feedback. The goal of this study was to test if and to what extent chronic stroke survivors were able to learn the task and transfer the learned ability to a condition without visual feedback and to directions and displacement amplitudes different from those experienced during training. Eleven chronic stroke survivors (5 Male - 6 Female, age: 59.72 ± 12.84 years) participated in this study. Subjects were seated on a stool positioned on top of a custom-built force platform. Their Center of Pressure positions were mapped to the coordinate of a cursor on a computer monitor. During training, the cursor position was always displayed and the subjects were to reach targets by shifting their Center of Pressure by moving their trunk. Pre and post-training subjects were required to reach without visual feedback of the cursor the training targets as well as other targets positioned in different directions and displacement amplitudes. During training, most stroke survivors were able to perform the required task and to improve their performance in terms of duration, smoothness, and movement extent, although not in terms of movement direction. However, when we removed the visual feedback, most of them had no improvement with respect to their pre-training performance. This study suggests that postural training based exclusively on continuous visual feedback can provide limited benefits for stroke survivors, if administered alone. However, the positive gains observed during training justify the integration of this technology-based protocol in a well-structured and personalized physiotherapy training, where the combination of the two approaches may lead to functional recovery.

Fitts' Law in the Control of Isometric Grip Force With Naturalistic Targets.

PubMed

Thumser, Zachary C; Slifkin, Andrew B; Beckler, Dylan T; Marasco, Paul D

2018-01-01

Fitts' law models the relationship between amplitude, precision, and speed of rapid movements. It is widely used to quantify performance in pointing tasks, study human-computer interaction, and generally to understand perceptual-motor information processes, including research to model performance in isometric force production tasks. Applying Fitts' law to an isometric grip force task would allow for quantifying grasp performance in rehabilitative medicine and may aid research on prosthetic control and design. We examined whether Fitts' law would hold when participants attempted to accurately produce their intended force output while grasping a manipulandum when presented with images of various everyday objects (we termed this the implicit task). Although our main interest was the implicit task, to benchmark it and establish validity, we examined performance against a more standard visual feedback condition via a digital force-feedback meter on a video monitor (explicit task). Next, we progressed from visual force feedback with force meter targets to the same targets without visual force feedback (operating largely on feedforward control with tactile feedback). This provided an opportunity to see if Fitts' law would hold without vision, and allowed us to progress toward the more naturalistic implicit task (which does not include visual feedback). Finally, we changed the nature of the targets from requiring explicit force values presented as arrows on a force-feedback meter (explicit targets) to the more naturalistic and intuitive target forces implied by images of objects (implicit targets). With visual force feedback the relation between task difficulty and the time to produce the target grip force was predicted by Fitts' law (average r 2 = 0.82). Without vision, average grip force scaled accurately although force variability was insensitive to the target presented. In contrast, images of everyday objects generated more reliable grip forces without the visualized force meter. In sum, population means were well-described by Fitts' law for explicit targets with vision ( r 2 = 0.96) and implicit targets ( r 2 = 0.89), but not as well-described for explicit targets without vision ( r 2 = 0.54). Implicit targets should provide a realistic see-object-squeeze-object test using Fitts' law to quantify the relative speed-accuracy relationship of any given grasper.

Similar brain networks for detecting visuo-motor and visuo-proprioceptive synchrony.

PubMed

Balslev, Daniela; Nielsen, Finn A; Lund, Torben E; Law, Ian; Paulson, Olaf B

2006-05-15

The ability to recognize feedback from own movement as opposed to the movement of someone else is important for motor control and social interaction. The neural processes involved in feedback recognition are incompletely understood. Two competing hypotheses have been proposed: the stimulus is compared with either (a) the proprioceptive feedback or with (b) the motor command and if they match, then the external stimulus is identified as feedback. Hypothesis (a) predicts that the neural mechanisms or brain areas involved in distinguishing self from other during passive and active movement are similar, whereas hypothesis (b) predicts that they are different. In this fMRI study, healthy subjects saw visual cursor movement that was either synchronous or asynchronous with their active or passive finger movements. The aim was to identify the brain areas where the neural activity depended on whether the visual stimulus was feedback from own movement and to contrast the functional activation maps for active and passive movement. We found activity increases in the right temporoparietal cortex in the condition with asynchronous relative to synchronous visual feedback from both active and passive movements. However, no statistically significant difference was found between these sets of activated areas when the active and passive movement conditions were compared. With a posterior probability of 0.95, no brain voxel had a contrast effect above 0.11% of the whole-brain mean signal. These results do not support the hypothesis that recognition of visual feedback during active and passive movement relies on different brain areas.

Automated numerical simulation of biological pattern formation based on visual feedback simulation framework

PubMed Central

Sun, Mingzhu; Xu, Hui; Zeng, Xingjuan; Zhao, Xin

2017-01-01

There are various fantastic biological phenomena in biological pattern formation. Mathematical modeling using reaction-diffusion partial differential equation systems is employed to study the mechanism of pattern formation. However, model parameter selection is both difficult and time consuming. In this paper, a visual feedback simulation framework is proposed to calculate the parameters of a mathematical model automatically based on the basic principle of feedback control. In the simulation framework, the simulation results are visualized, and the image features are extracted as the system feedback. Then, the unknown model parameters are obtained by comparing the image features of the simulation image and the target biological pattern. Considering two typical applications, the visual feedback simulation framework is applied to fulfill pattern formation simulations for vascular mesenchymal cells and lung development. In the simulation framework, the spot, stripe, labyrinthine patterns of vascular mesenchymal cells, the normal branching pattern and the branching pattern lacking side branching for lung branching are obtained in a finite number of iterations. The simulation results indicate that it is easy to achieve the simulation targets, especially when the simulation patterns are sensitive to the model parameters. Moreover, this simulation framework can expand to other types of biological pattern formation. PMID:28225811

A unified framework for image retrieval using keyword and visual features.

PubMed

Jing, Feng; Li, Mingling; Zhang, Hong-Jiang; Zhang, Bo

2005-07-01

In this paper, a unified image retrieval framework based on both keyword annotations and visual features is proposed. In this framework, a set of statistical models are built based on visual features of a small set of manually labeled images to represent semantic concepts and used to propagate keywords to other unlabeled images. These models are updated periodically when more images implicitly labeled by users become available through relevance feedback. In this sense, the keyword models serve the function of accumulation and memorization of knowledge learned from user-provided relevance feedback. Furthermore, two sets of effective and efficient similarity measures and relevance feedback schemes are proposed for query by keyword scenario and query by image example scenario, respectively. Keyword models are combined with visual features in these schemes. In particular, a new, entropy-based active learning strategy is introduced to improve the efficiency of relevance feedback for query by keyword. Furthermore, a new algorithm is proposed to estimate the keyword features of the search concept for query by image example. It is shown to be more appropriate than two existing relevance feedback algorithms. Experimental results demonstrate the effectiveness of the proposed framework.

Automated numerical simulation of biological pattern formation based on visual feedback simulation framework.

PubMed

Sun, Mingzhu; Xu, Hui; Zeng, Xingjuan; Zhao, Xin

2017-01-01

There are various fantastic biological phenomena in biological pattern formation. Mathematical modeling using reaction-diffusion partial differential equation systems is employed to study the mechanism of pattern formation. However, model parameter selection is both difficult and time consuming. In this paper, a visual feedback simulation framework is proposed to calculate the parameters of a mathematical model automatically based on the basic principle of feedback control. In the simulation framework, the simulation results are visualized, and the image features are extracted as the system feedback. Then, the unknown model parameters are obtained by comparing the image features of the simulation image and the target biological pattern. Considering two typical applications, the visual feedback simulation framework is applied to fulfill pattern formation simulations for vascular mesenchymal cells and lung development. In the simulation framework, the spot, stripe, labyrinthine patterns of vascular mesenchymal cells, the normal branching pattern and the branching pattern lacking side branching for lung branching are obtained in a finite number of iterations. The simulation results indicate that it is easy to achieve the simulation targets, especially when the simulation patterns are sensitive to the model parameters. Moreover, this simulation framework can expand to other types of biological pattern formation.

Visual feedback in stuttering therapy

NASA Astrophysics Data System (ADS)

Smolka, Elzbieta

1997-02-01

The aim of this paper is to present the results concerning the influence of visual echo and reverberation on the speech process of stutterers. Visual stimuli along with the influence of acoustic and visual-acoustic stimuli have been compared. Following this the methods of implementing visual feedback with the aid of electroluminescent diodes directed by speech signals have been presented. The concept of a computerized visual echo based on the acoustic recognition of Polish syllabic vowels has been also presented. All the research nd trials carried out at our center, aside from cognitive aims, generally aim at the development of new speech correctors to be utilized in stuttering therapy.

Health on the Web: Randomised Controlled Trial of Online Screening and Brief Alcohol Intervention Delivered in a Workplace Setting

PubMed Central

Khadjesari, Zarnie; Freemantle, Nick; Linke, Stuart; Hunter, Rachael; Murray, Elizabeth

2014-01-01

Background Alcohol misuse in England costs around £7.3 billion (US$12.2 billion) annually from lost productivity and absenteeism. Delivering brief alcohol interventions to employees as part of a health check may be acceptable, particularly with online delivery which can provide privacy for this stigmatised behaviour. Research to support this approach is limited and methodologically weak. The aim was to determine the effectiveness of online screening and personalised feedback on alcohol consumption, delivered in a workplace as part of a health check. Methods and Findings This two-group online individually randomised controlled trial recruited employees from a UK-based private sector organisation (approx. 100,000 employees). 3,375 employees completed the online health check in the three week recruitment period. Of these, 1,330 (39%) scored five or more on the AUDIT-C (indicating alcohol misuse) and were randomised to receive personalised feedback on their alcohol intake, alongside feedback on other health behaviours (n = 659), or to receive feedback on all health behaviours except alcohol intake (n = 671). Participants were mostly male (75%), with a median age of 48 years and half were in managerial positions (55%). Median Body Mass Index was 26, 12% were smokers, median time undertaking moderate/vigorous physical activity a week was 173 minutes and median fruit and vegetable consumption was three portions a day. Eighty percent (n = 1,066) of participants completed follow-up questionnaires at three months. An intention to treat analysis found no difference between experimental groups for past week drinking (primary outcome) (5.6% increase associated with the intervention (95% CI −4.7% to 16.9%; p = .30)), AUDIT (measure of alcohol-related harm) and health utility (EQ-5D). Conclusions There was no evidence to support the use of personalised feedback within an online health check for reducing alcohol consumption among employees in this organisation. Further research is needed on how to engage a larger proportion of employees in screening. Trial Registration International Standard Randomised Controlled Trial Number Register ISRCTN50658915 PMID:25409454

Ultra-Rapid serial visual presentation reveals dynamics of feedforward and feedback processes in the ventral visual pathway.

PubMed

Mohsenzadeh, Yalda; Qin, Sheng; Cichy, Radoslaw M; Pantazis, Dimitrios

2018-06-21

Human visual recognition activates a dense network of overlapping feedforward and recurrent neuronal processes, making it hard to disentangle processing in the feedforward from the feedback direction. Here, we used ultra-rapid serial visual presentation to suppress sustained activity that blurs the boundaries of processing steps, enabling us to resolve two distinct stages of processing with MEG multivariate pattern classification. The first processing stage was the rapid activation cascade of the bottom-up sweep, which terminated early as visual stimuli were presented at progressively faster rates. The second stage was the emergence of categorical information with peak latency that shifted later in time with progressively faster stimulus presentations, indexing time-consuming recurrent processing. Using MEG-fMRI fusion with representational similarity, we localized recurrent signals in early visual cortex. Together, our findings segregated an initial bottom-up sweep from subsequent feedback processing, and revealed the neural signature of increased recurrent processing demands for challenging viewing conditions. © 2018, Mohsenzadeh et al.

A Dynamic Social Feedback System to Support Learning and Social Interaction in Higher Education

ERIC Educational Resources Information Center

Thoms, Brian

2011-01-01

In this research, we examine the design, construction, and implementation of a dynamic, easy to use, feedback mechanism for social software. The tool was integrated into an existing university's online learning community (OLC). In line with constructivist learning models and practical information systems (IS) design, the feedback system provides…

An Evaluation of Semi-Automated, Collaborative Marking and Feedback Systems: Academic Staff Perspectives

ERIC Educational Resources Information Center

Burrows, Steven; Shortis, Mark

2011-01-01

Online marking and feedback systems are critical for providing timely and accurate feedback to students and maintaining the integrity of results in large class teaching. Previous investigations have involved much in-house development and more consideration is needed for deploying or customising off the shelf solutions. Furthermore, keeping up to…

The Genre of Instructor Feedback in Doctoral Programs: A Corpus Linguistic Analysis

ERIC Educational Resources Information Center

Walters, Kelley Jo; Henry, Patricia; Vinella, Michael; Wells, Steve; Shaw, Melanie; Miller, James

2015-01-01

Providing transparent written feedback to doctoral students is essential to the learning process and preparation for the capstone. The purpose of this study was to conduct a qualitative exploration of faculty feedback on benchmark written assignments across multiple, online doctoral programs. The Corpus for this analysis included 236 doctoral…

Biophysical network modeling of the dLGN circuit: Effects of cortical feedback on spatial response properties of relay cells

PubMed Central

Martínez-Cañada, Pablo; Halnes, Geir; Fyhn, Marianne

2018-01-01

Despite half-a-century of research since the seminal work of Hubel and Wiesel, the role of the dorsal lateral geniculate nucleus (dLGN) in shaping the visual signals is not properly understood. Placed on route from retina to primary visual cortex in the early visual pathway, a striking feature of the dLGN circuit is that both the relay cells (RCs) and interneurons (INs) not only receive feedforward input from retinal ganglion cells, but also a prominent feedback from cells in layer 6 of visual cortex. This feedback has been proposed to affect synchronicity and other temporal properties of the RC firing. It has also been seen to affect spatial properties such as the center-surround antagonism of thalamic receptive fields, i.e., the suppression of the response to very large stimuli compared to smaller, more optimal stimuli. Here we explore the spatial effects of cortical feedback on the RC response by means of a a comprehensive network model with biophysically detailed, single-compartment and multicompartment neuron models of RCs, INs and a population of orientation-selective layer 6 simple cells, consisting of pyramidal cells (PY). We have considered two different arrangements of synaptic feedback from the ON and OFF zones in the visual cortex to the dLGN: phase-reversed (‘push-pull’) and phase-matched (‘push-push’), as well as different spatial extents of the corticothalamic projection pattern. Our simulation results support that a phase-reversed arrangement provides a more effective way for cortical feedback to provide the increased center-surround antagonism seen in experiments both for flashing spots and, even more prominently, for patch gratings. This implies that ON-center RCs receive direct excitation from OFF-dominated cortical cells and indirect inhibitory feedback from ON-dominated cortical cells. The increased center-surround antagonism in the model is accompanied by spatial focusing, i.e., the maximum RC response occurs for smaller stimuli when feedback is present. PMID:29377888

Visualizing Syllables: Real-Time Computerized Feedback within a Speech-Language Intervention

ERIC Educational Resources Information Center

DeThorne, Laura; Aparicio Betancourt, Mariana; Karahalios, Karrie; Halle, Jim; Bogue, Ellen

2015-01-01

Computerized technologies now offer unprecedented opportunities to provide real-time visual feedback to facilitate children's speech-language development. We employed a mixed-method design to examine the effectiveness of two speech-language interventions aimed at facilitating children's multisyllabic productions: one incorporated a novel…

The Inversion of Sensory Processing by Feedback Pathways: A Model of Visual Cognitive Functions.

ERIC Educational Resources Information Center

Harth, E.; And Others

1987-01-01

Explains the hierarchic structure of the mammalian visual system. Proposes a model in which feedback pathways serve to modify sensory stimuli in ways that enhance and complete sensory input patterns. Investigates the functioning of the system through computer simulations. (ML)

Learning to See: Enhancing Student Learning through Videotaped Feedback

ERIC Educational Resources Information Center

Yakura, Elaine K.

2009-01-01

Feedback is crucial to developing skills, but meaningful feedback is difficult to provide. Classroom videotaping can provide effective feedback on student performance, but for video feedback to be most helpful, students must develop a type of "visual intelligence"--analytical skills that increase critical thinking and self-awareness. The author…

Multivariable manual control with simultaneous visual and auditory presentation of information. [for improved compensatory tracking performance of human operator

NASA Technical Reports Server (NTRS)

Uhlemann, H.; Geiser, G.

1975-01-01

Multivariable manual compensatory tracking experiments were carried out in order to determine typical strategies of the human operator and conditions for improvement of his performance if one of the visual displays of the tracking errors is supplemented by an auditory feedback. Because the tracking error of the system which is only visually displayed is found to decrease, but not in general that of the auditorally supported system, it was concluded that the auditory feedback unloads the visual system of the operator who can then concentrate on the remaining exclusively visual displays.

Global Precipitation Products at NASA GES DISC for Supporting Agriculture Research and Applications

NASA Technical Reports Server (NTRS)

Liu, Zhong; Teng, W.; Ostrenga, D.; Albayrak, R.; Savtchenko, A.; Yang, W.; Vollmer, B.; Meyer, D.

2017-01-01

This presentation describes precipitation products available at the NASA GES DISC that support agricultural research. XXXX Key environmental variables for agriculture: precipitation, temperature, water (soil moisture), solar radiation, NDVI, etc. Rainfed agriculture - major farming practices that rely on rainfall for water. Rainfed agriculture: >95% of farmed land (sub- Saharan Africa); 90% (Latin America); 75% (Near East and North Africa); 65% (East Asia); 60% (South Asia). Precipitation is very important for rainfed agriculture. Droughts can cause severe damage. Precipitation information can be used to monitor the growing season. The Goddard Earth Sciences (GES) Data and Information Services Center (DISC), one of 12 NASA data centers, located in Greenbelt, Maryland, USA. The GES DISC is a major data archive center for global precipitation, water & energy cycles, atmospheric composition, and climate variability Global and regional precipitation datasets (satellite-based and data assimilation Data services (subsetting, format conversion, online visualization, etc.) User services are available FAQs, How to (recipes), Glossary, etc. Social media (Twitter, YouTube, User forum) Help desk (phone, email, online feedback) Training materials (ARSET => Applied Remote Sensing Training) Liu,

Positive technology: a free mobile platform for the self-management of psychological stress.

PubMed

Gaggioli, Andrea; Cipresso, Pietro; Serino, Silvia; Campanaro, Danilo Marco; Pallavicini, Federica; Wiederhold, Brenda K; Riva, Giuseppe

2014-01-01

We describe the main features and preliminary evaluation of Positive Technology, a free mobile platform for the self-management of psychological stress (http://positiveapp.info/). The mobile platform features three main components: (i) guided relaxation, which provides the user with the opportunity of browsing a gallery of relaxation music and video-narrative resources for reducing stress; (ii) 3D biofeedback, which helps the user learning to control his/her responses, by visualizing variations of heart rate in an engaging 3D environment; (iii) stress tracking, by the recording of heart rate and self-reports. We evaluated the Positive Technology app in an online trial involving 32 participants, out of which 7 used the application in combination with the wrist sensor. Overall, feedback from users was satisfactory and the analysis of data collected online indicated the capability of the app for reducing perceived stress levels. A future goal is to improve the usability of the application and include more advanced stress monitoring features, based on the analysis of heart rate variability indexes.

A real-time plantar pressure feedback device for foot unloading.

PubMed

Femery, Virginie G; Moretto, Pierre G; Hespel, Jean-Michel G; Thévenon, André; Lensel, Ghislaine

2004-10-01

To develop and test a plantar pressure control device that provides both visual and auditory feedback and is suitable for correcting plantar pressure distribution patterns in persons susceptible to neuropathic foot ulceration. Pilot test. Sports medicine laboratory in a university in France. One healthy man in his mid thirties. Not applicable. Main outcome measures A device was developed based on real-time feedback, incorporating an acoustic alarm and visual signals, adjusted to a specific pressure load. Plantar pressure measured during walking, at 6 sensor locations over 27 steps under 2 different conditions: (1) natural and (2) unloaded in response to device feedback. The subject was able to modify his gait in response to the auditory and visual signals. He did not compensate for the decrease of peak pressure under the first metarsal by increasing the duration of the load shift under this area. Gait pattern modification centered on a mediolateral load shift. The auditory signal provided a warning system alerting the user to potentially harmful plantar pressures. The visual signal warned of the degree of pressure. People who have lost nociceptive perception, as in cases of diabetic neuropathy, may be able to change their walking pattern in response to the feedback provided by this device. The visual may have diagnostic value in determining plantar pressures in such patients. This pilot test indicates that further studies are warranted.

The development of interactive online learning tools for the study of anatomy.

PubMed

O'Byrne, Patrick J; Patry, Anne; Carnegie, Jacqueline A

2008-01-01

The study of human anatomy is a core component of health science programs. However large student enrolments and the content-packed curricula associated with these programs have made it difficult for students to have regular access to cadaver laboratories. Adobe Flash MXwas used with cadaver digital photographs and textbook-derived illustrations to develop interactive anatomy images that were made available to undergraduate health science students enrolled in first-year combined anatomy and physiology (ANP) courses at the University of Ottawa. Colour coding was used to direct student attention, facilitate name-structure association, improve visualization of structure contours, assist students in the construction of anatomical pathways, and to reinforce functional or anatomical groupings. The ability of two-dimensional media to support the visualization of three-dimensional structure was extended by developing the fade-through image (students use a sliding bar to move through tissues) as well as the rotating image in which entire organs such as the skull were photographed at eight angles of rotation. Finally, students were provided with interactive exercises that they could repeatedly try to obtain immediate feedback regarding their learning progress. Survey data revealed that the learning and self-testing tools were used widely and that students found them relevant and supportive of their self-learning. Interestingly, student summative examination outcomes did not differ between those students who had access to the online tools and a corresponding student group from the previous academic year who did not. Interactive learning tools can be tailored to meet program-specific learning objectives as a cost-effective means of facilitating the study of human anatomy. Virtual interactive anatomy exercises provide learning opportunities for students outside the lecture room that are of especial value to visual and kinesthetic learners.

Explicit knowledge about the availability of visual feedback affects grasping with the left but not the right hand.

PubMed

Tang, Rixin; Whitwell, Robert L; Goodale, Melvyn A

2014-01-01

Previous research (Whitwell et al. in Exp Brain Res 188:603-611, 2008; Whitwell and Goodale in Exp Brain Res 194:619-629, 2009) has shown that trial history, but not anticipatory knowledge about the presence or absence of visual feedback on an upcoming trial, plays a vital role in determining how that feedback is exploited when grasping with the right hand. Nothing is known about how the non-dominant left hand behaves under the same feedback regimens. In present study, therefore, we compared peak grip aperture (PGA) for left- and right-hand grasps executed with and without visual feedback (i.e., closed- vs. open-loop conditions) in right-handed individuals under three different trial schedules: the feedback conditions were blocked separately, they were randomly interleaved, or they were alternated. When feedback conditions were blocked, the PGA was much larger for open-loop trials as compared to closed-loop trials, although this difference was more pronounced for right-hand grasps than left-hand grasps. Like Whitwell et al., we found that mixing open- and closed-loop trials together, compared to blocking them separately, homogenized the PGA for open- and closed-loop grasping in the right hand (i.e., the PGAs became smaller on open-loop trials and larger on closed-loop trials). In addition, the PGAs for right-hand grasps were entirely determined by trial history and not by knowledge of whether or not visual feedback would be available on an upcoming trial. In contrast to grasps made with the right hand, grasps made by the left hand were affected both by trial history and by anticipatory knowledge of the upcoming visual feedback condition. But these effects were observed only on closed-loop trials, i.e., the PGAs of grasps made with the left hand on closed-loop trials were smaller when participants could anticipate the availability of feedback on an upcoming trial (alternating trials) than when they could not (randomized trials). In contrast, grasps made with the left hand on open-loop trials exhibited the same large PGAs under all feedback schedules: blocked, random, or alternating. In other words, there was no evidence for homogenization. Taken together, these results suggest that in addition to the real-time demands of the task, such as the target's size and position and the availability of visual feedback, the initial (i.e., pre-movement) programming of right-hand grasping relies on what happened on the previous trial, whereas the programming of left-hand grasping is more cognitively supervised and exploits explicit information about trial order to prepare for an upcoming trial.

Adaptive Locomotor Behavior in Larval Zebrafish

PubMed Central

Portugues, Ruben; Engert, Florian

2011-01-01

In this study we report that larval zebrafish display adaptive locomotor output that can be driven by unexpected visual feedback. We develop a new assay that addresses visuomotor integration in restrained larval zebrafish. The assay involves a closed-loop environment in which the visual feedback a larva receives depends on its own motor output in a way that resembles freely swimming conditions. The experimenter can control the gain of this closed feedback loop, so that following a given motor output the larva experiences more or less visual feedback depending on whether the gain is high or low. We show that increases and decreases in this gain setting result in adaptive changes in behavior that lead to a generalized decrease or increase of motor output, respectively. Our behavioral analysis shows that both the duration and tail beat frequency of individual swim bouts can be modified, as well as the frequency with which bouts are elicited. These changes can be implemented rapidly, following an exposure to a new gain of just 175 ms. In addition, modifications in some behavioral parameters accumulate over tens of seconds and effects last for at least 30 s from trial to trial. These results suggest that larvae establish an internal representation of the visual feedback expected from a given motor output and that the behavioral modifications are driven by an error signal that arises from the discrepancy between this expectation and the actual visual feedback. The assay we develop presents a unique possibility for studying visuomotor integration using imaging techniques available in the larval zebrafish. PMID:21909325

Adaptive locomotor behavior in larval zebrafish.

PubMed

Portugues, Ruben; Engert, Florian

2011-01-01

In this study we report that larval zebrafish display adaptive locomotor output that can be driven by unexpected visual feedback. We develop a new assay that addresses visuomotor integration in restrained larval zebrafish. The assay involves a closed-loop environment in which the visual feedback a larva receives depends on its own motor output in a way that resembles freely swimming conditions. The experimenter can control the gain of this closed feedback loop, so that following a given motor output the larva experiences more or less visual feedback depending on whether the gain is high or low. We show that increases and decreases in this gain setting result in adaptive changes in behavior that lead to a generalized decrease or increase of motor output, respectively. Our behavioral analysis shows that both the duration and tail beat frequency of individual swim bouts can be modified, as well as the frequency with which bouts are elicited. These changes can be implemented rapidly, following an exposure to a new gain of just 175 ms. In addition, modifications in some behavioral parameters accumulate over tens of seconds and effects last for at least 30 s from trial to trial. These results suggest that larvae establish an internal representation of the visual feedback expected from a given motor output and that the behavioral modifications are driven by an error signal that arises from the discrepancy between this expectation and the actual visual feedback. The assay we develop presents a unique possibility for studying visuomotor integration using imaging techniques available in the larval zebrafish.

Online Peer Feedback between Colombian and New Zealand FL Beginners: A Comparison and Lessons Learned (Retroalimentación virtual de pares entre aprendices principiantes de lengua de Colombia y Nueva Zelanda: una comparación y lecciones aprendidas)

ERIC Educational Resources Information Center

Tolosa, Constanza; Ordóñez, Claudia Lucía; Alfonso, Tania

2015-01-01

We report on an exploratory study comparing the performance as online tutors of two groups of beginner eleven-year-old students of English in Colombia and Spanish in New Zealand. The native speaker students of the foreign language the others were learning corrected paragraphs written by their peers. The feedback provided by each group of tutors…

SOAR Online Course Increases Capacity for Assisting Individuals with Disabilities in the US.

PubMed

Lupfer, Kristin; Elder, Jen

2016-01-01

For adults with disabilities who are experiencing homelessness, chances of being approved for social security disability benefits are very low, without assistance. Assisting with the Supplemental Security Income (SSI)/Social Security Disability Insurance (SSDI) application process can be challenging for case managers who lack capacity and expertise. Training caseworkers to document disability and submit complete, high-quality applications using the SSI/SSDI Outreach, Access and Recovery (SOAR) model improves efficiency and outcomes. Nationally, 65% of applications using the SOAR model are approved, with decisions received in an average of 81 days in 2015. The SOAR Online Course was created to expand training opportunities for individuals to learn how to effectively assist with SSI/SSDI applications for individuals experiencing or at risk for homelessness. From October 1, 2014 to September 30, 2015, 1049 individuals from 49 states, Washington, DC, and Puerto Rico successfully completed the SOAR Online Course. The course is a unique public health training model; in that, it incorporates a realistic and multimodal practice SSI/SSDI application with comprehensive feedback provided by experts. Local SOAR leaders around the county are trained to facilitate and guide groups through the course. This study evaluated data on online course usage, user experience, and the translation from learning to practice for online course trainees. We found that successful course completions were most concentrated in areas that had local SOAR leaders, trainees through the online course had higher data entry rates about case outcomes in the SOAR Online Application Tracking system, and that trainees reported a high satisfaction rate with the course and comprehensive feedback. The evaluation found that key success factors for online training models include the integration of a practice case component (or other generative learning activity), support from local facilitators, and feedback and technical assistance for trainees.

Understanding Digital Learning and Its Variable Effects

NASA Astrophysics Data System (ADS)

Means, B.

2016-12-01

An increasing proportion of undergraduate courses use an online or blended learning format. This trend signals major changes in the kind of instruction students receive in their STEM courses, yet evidence about the effectiveness of these new approaches is sparse. Existing syntheses and meta-analyses summarize outcomes from experimental or quasi-experimental studies of online and blended courses and document how few studies incorporate proper controls for differences in student characteristics, instructor behaviors, and other course conditions. The evidence that is available suggests that on average blended courses are equal to or better than traditional face-to-face courses and that online courses are equivalent in terms of learning outcomes. But these averages conceal a tremendous underlying variability. Results vary markedly from course to course, even when the same technology is used in both. Some research suggests that online instruction puts lower-achieving students at a disadvantage. It is clear that introducing digital learning per se is no guarantee that student engagement and learning will be enhanced. Getting more consistently positive impacts out of learning technologies is going to require systematic characterization of the features of learning technologies and associated instructional practices as well as attention to context and student characteristics. This presentation will present a framework for characterizing essential features of digital learning resources, implementation practices, and conditions. It will also summarize the research evidence with respect to the learning impacts of specific technology features including spaced practice, immediate feedback, mastery learning based pacing, visualizations and simulations, gaming features, prompts for explanations and reflection, and tools for online collaboration.

Online feedback assessments in physiology: effects on students' learning experiences and outcomes.

PubMed

Marden, Nicole Y; Ulman, Lesley G; Wilson, Fiona S; Velan, Gary M

2013-06-01

Online formative assessments have become increasingly popular; however, formal evidence supporting their educational benefits is limited. This study investigated the impact of online feedback quizzes on the learning experiences and outcomes of undergraduate students enrolled in an introductory physiology course. Four quiz models were tested, which differed in the amount of credit available, the number of attempts permitted, and whether the quizzes were invigilated or unsupervised, timed or untimed, or open or closed book. All quizzes were composed of multiple-choice questions and provided immediate individualized feedback. Summative end-of-course examination marks were analyzed with respect to performance in quizzes and were also compared with examination performance in the year before the quizzes were introduced. Online surveys were conducted to gather students' perceptions regarding the quizzes. The vast majority of students perceived online quizzes as a valuable learning tool. For all quiz models tested, there was a significant relationship between performance in quizzes and end-of-course examination scores. Importantly, students who performed poorly in quizzes were more likely to fail the examination, suggesting that formative online quizzes may be a useful tool to identify students in need of assistance. Of the four quiz models, only one quiz model was associated with a significant increase in mean examination performance. This model had the strongest formative focus, allowing multiple unsupervised and untimed attempts. This study suggests that the format of online formative assessments is critical in achieving the desired impact on student learning. Specifically, such assessments are most effective when they are low stakes.

Self-Management of Patient Body Position, Pose, and Motion Using Wide-Field, Real-Time Optical Measurement Feedback: Results of a Volunteer Study

DOE Office of Scientific and Technical Information (OSTI.GOV)

Parkhurst, James M.; Price, Gareth J., E-mail: gareth.price@christie.nhs.uk; Faculty of Medical and Human Sciences, Manchester Academic Health Sciences Centre, University of Manchester, Manchester

2013-12-01

Purpose: We present the results of a clinical feasibility study, performed in 10 healthy volunteers undergoing a simulated treatment over 3 sessions, to investigate the use of a wide-field visual feedback technique intended to help patients control their pose while reducing motion during radiation therapy treatment. Methods and Materials: An optical surface sensor is used to capture wide-area measurements of a subject's body surface with visualizations of these data displayed back to them in real time. In this study we hypothesize that this active feedback mechanism will enable patients to control their motion and help them maintain their setup posemore » and position. A capability hierarchy of 3 different level-of-detail abstractions of the measured surface data is systematically compared. Results: Use of the device enabled volunteers to increase their conformance to a reference surface, as measured by decreased variability across their body surfaces. The use of visual feedback also enabled volunteers to reduce their respiratory motion amplitude to 1.7 ± 0.6 mm compared with 2.7 ± 1.4 mm without visual feedback. Conclusions: The use of live feedback of their optically measured body surfaces enabled a set of volunteers to better manage their pose and motion when compared with free breathing. The method is suitable to be taken forward to patient studies.« less

Feedforward and Feedback Motor Control Abnormalities Implicate Cerebellar Dysfunctions in Autism Spectrum Disorder

PubMed Central

Mohanty, Suman; Greene, Rachel K.; Cook, Edwin H.; Vaillancourt, David E.; Sweeney, John A.

2015-01-01

Sensorimotor abnormalities are common in autism spectrum disorder (ASD) and among the earliest manifestations of the disorder. They have been studied far less than the social-communication and cognitive deficits that define ASD, but a mechanistic understanding of sensorimotor abnormalities in ASD may provide key insights into the neural underpinnings of the disorder. In this human study, we examined rapid, precision grip force contractions to determine whether feedforward mechanisms supporting initial motor output before sensory feedback can be processed are disrupted in ASD. Sustained force contractions also were examined to determine whether reactive adjustments to ongoing motor behavior based on visual feedback are altered. Sustained force was studied across multiple force levels and visual gains to assess motor and visuomotor mechanisms, respectively. Primary force contractions of individuals with ASD showed greater peak rate of force increases and large transient overshoots. Individuals with ASD also showed increased sustained force variability that scaled with force level and was more severe when visual gain was highly amplified or highly degraded. When sustaining a constant force level, their reactive adjustments were more periodic than controls, and they showed increased reliance on slower feedback mechanisms. Feedforward and feedback mechanism alterations each were associated with more severe social-communication impairments in ASD. These findings implicate anterior cerebellar circuits involved in feedforward motor control and posterior cerebellar circuits involved in transforming visual feedback into precise motor adjustments in ASD. PMID:25653359

Examining Online Learning Patterns with Data Mining Techniques in Peer-Moderated and Teacher-Moderated Courses

ERIC Educational Resources Information Center

Hung, Jui-Long; Crooks, Steven M.

2009-01-01

The student learning process is important in online learning environments. If instructors can "observe" online learning behaviors, they can provide adaptive feedback, adjust instructional strategies, and assist students in establishing patterns of successful learning activities. This study used data mining techniques to examine and…

The Online Teaching Guide: A Handbook of Attitudes, Strategies, and Techniques for the Virtual Classroom.

ERIC Educational Resources Information Center

White, Ken W., Ed.; Weight, Bob H., Ed.

This book presents 14 papers that offer guidance to college teachers venturing into online instruction. It is based on the experiences and ideas of faculty at the University of Phoenix (Arizona) online campus, which has been offering online courses since 1989. Chapters in the book discuss the importance of interaction and feedback, learner…

Comparing Online Learning Perceptions of Adult Students: An Application of the Community of Inquiry Framework

ERIC Educational Resources Information Center

Place, Margaret A.

2017-01-01

The number of courses and entire programs in higher education offered online has grown steadily over the past two decades, and scholars have conducted a number of studies aimed at addressing quality of online education. Gathering feedback from both instructors and students has been one of the main approaches to assessing online learning. The…

Social feedback processing from early to late adolescence: influence of sex, age, and attachment style

PubMed Central

Vrtička, Pascal; Sander, David; Anderson, Brittany; Badoud, Deborah; Eliez, Stephan; Debbané, Martin

2014-01-01

Objective The establishment of an accurate understanding of one's social context is a central developmental task during adolescence. A critical component of such development is to learn how to integrate the objective evaluation of one's behavior with the social response to the latter—here referred to as social feedback processing. Case report We measured brain activity by means of fMRI in 33 healthy adolescents (12–19 years old, 14 females). Participants played a difficult perceptual game with integrated verbal and visual feedback. Verbal feedback provided the participants with objective performance evaluation (won vs. lost). Visual feedback consisted of either smiling or angry faces, representing positive or negative social evaluations. Together, the combination of verbal and visual feedback gave rise to congruent versus incongruent social feedback combinations. In addition to assessing sex differences, we further tested for the effects of age and attachment style on social feedback processing. Results revealed that brain activity during social feedback processing was significantly modulated by sex, age, and attachment style in prefrontal cortical areas, ventral anterior cingulate cortex, anterior insula, caudate, and amygdala/hippocampus. We found indication for heightened activity during incongruent social feedback processing in females, older participants, and individuals with an anxious attachment style. Conversely, we observed stronger activity during processing of congruent social feedback in males and participants with an avoidant attachment style. Conclusion Our findings not only extend knowledge on the typical development of socio-emotional brain function during adolescence, but also provide first clues on how attachment insecurities, and particularly attachment avoidance, could interfere with the latter mechanisms. PMID:25328847

The Impact of Inherent Instructional Design in Online Courseware.

ERIC Educational Resources Information Center

Harvey, Douglas M.; Lee, Jung

2001-01-01

Examines how the use of server-based courseware development solutions affects the instructional design process when creating online distance education. Highlights include pedagogical, visual interface (e.g., visual metaphor and navigation layout), interaction, and instructional design implications of online courseware. (Contains 54 references.)…

Mobile in vivo camera robots provide sole visual feedback for abdominal exploration and cholecystectomy.

PubMed

Rentschler, M E; Dumpert, J; Platt, S R; Ahmed, S I; Farritor, S M; Oleynikov, D

2006-01-01

The use of small incisions in laparoscopy reduces patient trauma, but also limits the surgeon's ability to view and touch the surgical environment directly. These limitations generally restrict the application of laparoscopy to procedures less complex than those performed during open surgery. Although current robot-assisted laparoscopy improves the surgeon's ability to manipulate and visualize the target organs, the instruments and cameras remain fundamentally constrained by the entry incisions. This limits tool tip orientation and optimal camera placement. The current work focuses on developing a new miniature mobile in vivo adjustable-focus camera robot to provide sole visual feedback to surgeons during laparoscopic surgery. A miniature mobile camera robot was inserted through a trocar into the insufflated abdominal cavity of an anesthetized pig. The mobile robot allowed the surgeon to explore the abdominal cavity remotely and view trocar and tool insertion and placement without entry incision constraints. The surgeon then performed a cholecystectomy using the robot camera alone for visual feedback. This successful trial has demonstrated that miniature in vivo mobile robots can provide surgeons with sufficient visual feedback to perform common procedures while reducing patient trauma.

Improving Student Performance Using Nudge Analytics

ERIC Educational Resources Information Center

Feild, Jacqueline

2015-01-01

Providing students with continuous and personalized feedback on their performance is an important part of encouraging self regulated learning. As part of our higher education platform, we built a set of data visualizations to provide feedback to students on their assignment performance. These visualizations give students information about how they…

Marginally perceptible outcome feedback, motor learning and implicit processes.

PubMed

Masters, Rich S W; Maxwell, Jon P; Eves, Frank F

2009-09-01

Participants struck 500 golf balls to a concealed target. Outcome feedback was presented at the subjective or objective threshold of awareness of each participant or at a supraliminal threshold. Participants who received fully perceptible (supraliminal) feedback learned to strike the ball onto the target, as did participants who received feedback that was only marginally perceptible (subjective threshold). Participants who received feedback that was not perceptible (objective threshold) showed no learning. Upon transfer to a condition in which the target was unconcealed, performance increased in both the subjective and the objective threshold condition, but decreased in the supraliminal condition. In all three conditions, participants reported minimal declarative knowledge of their movements, suggesting that deliberate hypothesis testing about how best to move in order to perform the motor task successfully was disrupted by the impoverished disposition of the visual outcome feedback. It was concluded that sub-optimally perceptible visual feedback evokes implicit processes.

Which Measures of Online Control Are Least Sensitive to Offline Processes?

PubMed

de Grosbois, John; Tremblay, Luc

2018-02-28

A major challenge to the measurement of online control is the contamination by offline, planning-based processes. The current study examined the sensitivity of four measures of online control to offline changes in reaching performance induced by prism adaptation and terminal feedback. These measures included the squared Z scores (Z 2 ) of correlations of limb position at 75% movement time versus movement end, variable error, time after peak velocity, and a frequency-domain analysis (pPower). The results indicated that variable error and time after peak velocity were sensitive to the prism adaptation. Furthermore, only the Z 2 values were biased by the terminal feedback. Ultimately, the current study has demonstrated the sensitivity of limb kinematic measures to offline control processes and that pPower analyses may yield the most suitable measure of online control.

Perceived importance and difficulty of online activities among visually impaired persons in Nigeria.

PubMed

Okonji, Patrick Emeka; Okiki, Olatokunbo Christopher; Ogwezzy, Darlington

2018-03-26

This study investigated perceived relevance of and difficulties in access to day-to-day online activities among visually impaired computer users who used screen readers. The 98 participants in the study were grouped into visually impaired adults (aged 20-59, n = 60) and visually impaired older adults (aged 60 and over, n = 38). Data were collected in structured interview questionnaires with Likert scales exploring ratings of perceived importance and difficulty of access to 11 online platforms of various internet activities. Analyses revealed that the two groups did not differ significantly in ratings of perceived importance of four major online activities, namely sending or reading email (p = 0.5224), online banking (p = 0.2833), online shopping (p = 0.1829), and health information seeking (p = 0.1414). The topmost rated activity of priority among both groups was sending and reading emails. Findings also show that, apart from sending and reading emails, activities rated as important were mostly perceived as difficult to access. The implications of the study for inclusive design and strategies and/or interventions to encourage uptake of internet use among the visually impaired population are discussed.

A Multidimensional Analysis Tool for Visualizing Online Interactions

ERIC Educational Resources Information Center

Kim, Minjeong; Lee, Eunchul

2012-01-01

This study proposes and verifies the performance of an analysis tool for visualizing online interactions. A review of the most widely used methods for analyzing online interactions, including quantitative analysis, content analysis, and social network analysis methods, indicates these analysis methods have some limitations resulting from their…

Using Screencasts to Enhance Assessment Feedback: Students' Perceptions and Preferences

ERIC Educational Resources Information Center

Marriott, Pru; Teoh, Lim Keong

2012-01-01

In the UK, assessment and feedback have been regularly highlighted by the National Student Survey as critical aspects that require improvement. An innovative approach to delivering feedback that has proved successful in non-business-related disciplines is the delivery of audio and visual feedback using screencast technology. The feedback on…

Student Responses to a Flipped Introductory Physics Class with built-in Post-Video Feedback Quizzes

NASA Astrophysics Data System (ADS)

Ramos, Roberto

We present and analyze student responses to multiple Introductory physics classes in a university setting, taught in a ''flipped'' class format. The classes included algebra- and calculus-based introductory physics. Outside class, students viewed over 100 online video lectures on Classical Mechanics, Electricity and Magnetism, and Modern Physics prepared by this author and in some cases, by a third-party lecture package available over YouTube. Inside the class, students solved and discussed problems and conceptual issues in greater detail. A pre-class online quiz was deployed as an important source of feedback. I will report on the student reactions to the feedback mechanism, student responses using data based on anonymous surveys, as well as on learning gains from pre-/post- physics diagnostic tests. The results indicate a broad mixture of responses to different lecture video packages that depend on learning styles and perceptions. Students preferred the online quizzes as a mechanism to validate their understanding. The learning gains based on FCI and CSEM surveys were significant.

An Exploration of Asynchronous and Synchronous Feedback Modes in EFL Writing

ERIC Educational Resources Information Center

Shang, Hui-Fang

2017-01-01

In the English as a foreign language (EFL) writing context, most of the research studies on the feedback process are conducted in a face-to-face context and few research studies have been conducted to investigate what actually happens in online feedback conditions. Thus, this study aimed to compare 44 EFL university students' experience of…

Toward Personal and Emotional Connectivity in Mobile Higher Education through Asynchronous Formative Audio Feedback

ERIC Educational Resources Information Center

Rasi, Päivi; Vuojärvi, Hanna

2018-01-01

This study aims to develop asynchronous formative audio feedback practices for mobile learning in higher education settings. The development was conducted in keeping with the principles of design-based research. The research activities focused on an inter-university online course, within which the use of instructor audio feedback was tested,…

Student Perceptions of Asynchronous Multimodal Instructor Feedback: A Multiple Case Study

ERIC Educational Resources Information Center

Lenards, Nishele Dyan

2017-01-01

Student dissatisfaction has been a problem in higher education with regard to the provision of assessment-related feedback. Due to the distant nature of online learning, instructors are faced with many challenges in delivering quality feedback because the communication is asynchronous and lacks social cues that are present in a F2F environment.…

Beyond Barriers: Encouraging Teacher Use of Feedback Resources. A Report from the Teacher Feedback Resources Project

ERIC Educational Resources Information Center

Morgan, Nicholas; Killion, Joellen

2018-01-01

This report investigates factors that drive teachers to embrace or challenge the use of products and services designed to support improvements in practice. Key elements of the study include: (1) Technology-based resources studied include those designed for video observations, peer feedback and collaboration, online professional learning, and…

E-Feedback as a Scaffolding Teaching Strategy in the Online Language Classroom

ERIC Educational Resources Information Center

Alharbi, Wael

2017-01-01

Feedback plays an important role in the student learning process as it gives the learners greater insight into what they have actually done to arrive at an outcome. The importance of providing learners with feedback during the learning process comes from the fact that it highlights the difference between the intended outcome and the actual…

The Impact of Cognitive Complexity on Feedback Efficacy during Online Versus Face-to-Face Interactive Tasks

ERIC Educational Resources Information Center

Baralt, Melissa

2013-01-01

Informed by the cognition hypothesis (Robinson, 2011), recent studies indicate that more cognitively complex tasks can result in better incorporation of feedback during interaction and, as a consequence, more learning. It is not known, however, how task complexity and feedback work together in computerized environments. The present study addressed…

Integrating biodiversity distribution knowledge: toward a global map of life.

PubMed

Jetz, Walter; McPherson, Jana M; Guralnick, Robert P

2012-03-01

Global knowledge about the spatial distribution of species is orders of magnitude coarser in resolution than other geographically-structured environmental datasets such as topography or land cover. Yet such knowledge is crucial in deciphering ecological and evolutionary processes and in managing global change. In this review, we propose a conceptual and cyber-infrastructure framework for refining species distributional knowledge that is novel in its ability to mobilize and integrate diverse types of data such that their collective strengths overcome individual weaknesses. The ultimate aim is a public, online, quality-vetted 'Map of Life' that for every species integrates and visualizes available distributional knowledge, while also facilitating user feedback and dynamic biodiversity analyses. First milestones toward such an infrastructure have now been implemented. Copyright © 2011 Elsevier Ltd. All rights reserved.

An interactive driving simulation for driver control and decision-making research

NASA Technical Reports Server (NTRS)

Allen, R. W.; Hogge, J. R.; Schwartz, S. H.

1975-01-01

Display techniques and equations of motion for a relatively simple fixed base car simulation are described. The vehicle dynamics include simplified lateral (steering) and longitudinal (speed) degrees of freedom. Several simulator tasks are described which require a combination of operator control and decision making, including response to wind gust inputs, curved roads, traffic signal lights, and obstacles. Logic circuits are used to detect speeding, running red lights, and crashes. A variety of visual and auditory cues are used to give the driver appropriate performance feedback. The simulated equations of motion are reviewed and the technique for generating the line drawing CRT roadway display is discussed. On-line measurement capabilities and experimenter control features are presented, along with previous and current research results demonstrating simulation capabilities and applications.

Adaptive Trajectory Tracking of Nonholonomic Mobile Robots Using Vision-Based Position and Velocity Estimation.

PubMed

Li, Luyang; Liu, Yun-Hui; Jiang, Tianjiao; Wang, Kai; Fang, Mu

2018-02-01

Despite tremendous efforts made for years, trajectory tracking control (TC) of a nonholonomic mobile robot (NMR) without global positioning system remains an open problem. The major reason is the difficulty to localize the robot by using its onboard sensors only. In this paper, a newly designed adaptive trajectory TC method is proposed for the NMR without its position, orientation, and velocity measurements. The controller is designed on the basis of a novel algorithm to estimate position and velocity of the robot online from visual feedback of an omnidirectional camera. It is theoretically proved that the proposed algorithm yields the TC errors to asymptotically converge to zero. Real-world experiments are conducted on a wheeled NMR to validate the feasibility of the control system.

Online health check for reducing alcohol intake among employees: a feasibility study in six workplaces across England.

PubMed

Khadjesari, Zarnie; Newbury-Birch, Dorothy; Murray, Elizabeth; Shenker, Don; Marston, Louise; Kaner, Eileen

2015-01-01

Most hazardous and harmful drinkers are of working age and do not seek help with their drinking. Occupational health services are uniquely placed to universally screen employees across the range of socioeconomic and ethnic groups. The aim was to explore the feasibility and acceptability of offering electronic screening and brief intervention for alcohol misuse in the context of a health check in six different workplace settings. Employees were recruited from six workplaces across England, including three local authorities, one university, one hospital and one petro-chemical company. A total of 1,254 (8%) employees completed the health check and received personalised feedback on their alcohol intake, alongside feedback on smoking, fruit and vegetable consumption and physical activity. Most participants were female (65%) and of 'White British' ethnicity (94%), with a mean age of 43 years (SD 11). Participants were mostly in Intermediate occupations (58%), followed by Higher managerial / professional (39%) and Routine and manual occupations (2%). A quarter of participants (25%) were drinking at hazardous levels (33% male, 21% female), which decreased with age. Sixty-four percent (n=797) of participants completed online follow-up at three months. Most participants were supportive of workplaces offering employees an online health check (95%), their preferred format was online (91%) and many were confident of the confidentiality of their responses (60%). Whilst the feedback reminded most participants of things they already knew (75%), some were reportedly motivated to change their behaviour (13%). Online health screening and personalised feedback appears feasible and acceptable, but challenges include low participation rates, potentially attracting 'worried well' employees rather than those at greatest health risk, and less acceptance of the approach among older employees and those from ethnic minority backgrounds and routine or manual occupations.

A virtual environment for medical radiation collaborative learning.

PubMed

Bridge, Pete; Trapp, Jamie V; Kastanis, Lazaros; Pack, Darren; Parker, Jacqui C

2015-06-01

A software-based environment was developed to provide practical training in medical radiation principles and safety. The Virtual Radiation Laboratory application allowed students to conduct virtual experiments using simulated diagnostic and radiotherapy X-ray generators. The experiments were designed to teach students about the inverse square law, half value layer and radiation protection measures and utilised genuine clinical and experimental data. Evaluation of the application was conducted in order to ascertain the impact of the software on students' understanding, satisfaction and collaborative learning skills and also to determine potential further improvements to the software and guidelines for its continued use. Feedback was gathered via an anonymous online survey consisting of a mixture of Likert-style questions and short answer open questions. Student feedback was highly positive with 80 % of students reporting increased understanding of radiation protection principles. Furthermore 72 % enjoyed using the software and 87 % of students felt that the project facilitated collaboration within small groups. The main themes arising in the qualitative feedback comments related to efficiency and effectiveness of teaching, safety of environment, collaboration and realism. Staff and students both report gains in efficiency and effectiveness associated with the virtual experiments. In addition students particularly value the visualisation of "invisible" physical principles and increased opportunity for experimentation and collaborative problem-based learning. Similar ventures will benefit from adopting an approach that allows for individual experimentation while visualizing challenging concepts.

Visuomotor adaptability in older adults with mild cognitive decline.

PubMed

Schaffert, Jeffrey; Lee, Chi-Mei; Neill, Rebecca; Bo, Jin

2017-02-01

The current study examined the augmentation of error feedback on visuomotor adaptability in older adults with varying degrees of cognitive decline (assessed by the Montreal Cognitive Assessment; MoCA). Twenty-three participants performed a center-out computerized visuomotor adaptation task when the visual feedback of their hand movement error was presented in a regular (ratio=1:1) or enhanced (ratio=1:2) error feedback schedule. Results showed that older adults with lower scores on the MoCA had less adaptability than those with higher MoCA scores during the regular feedback schedule. However, participants demonstrated similar adaptability during the enhanced feedback schedule, regardless of their cognitive ability. Furthermore, individuals with lower MoCA scores showed larger after-effects in spatial control during the enhanced schedule compared to the regular schedule, whereas individuals with higher MoCA scores displayed the opposite pattern. Additional neuro-cognitive assessments revealed that spatial working memory and processing speed were positively related to motor adaptability during the regular scheduled but negatively related to adaptability during the enhanced schedule. We argue that individuals with mild cognitive decline employed different adaptation strategies when encountering enhanced visual feedback, suggesting older adults with mild cognitive impairment (MCI) may benefit from enhanced visual error feedback during sensorimotor adaptation. Copyright © 2016 Elsevier B.V. All rights reserved.

Improving training of laparoscopic tissue manipulation skills using various visual force feedback types.

PubMed

Smit, Daan; Spruit, Edward; Dankelman, Jenny; Tuijthof, Gabrielle; Hamming, Jaap; Horeman, Tim

2017-01-01

Visual force feedback allows trainees to learn laparoscopic tissue manipulation skills. The aim of this experimental study was to find the most efficient visual force feedback method to acquire these skills. Retention and transfer validity to an untrained task were assessed. Medical students without prior experience in laparoscopy were randomized in three groups: Constant Force Feedback (CFF) (N = 17), Bandwidth Force Feedback (BFF) (N = 16) and Fade-in Force Feedback (N = 18). All participants performed a pretest, training, post-test and follow-up test. The study involved two dissimilar tissue manipulation tasks, one for training and one to assess transferability. Participants performed six trials of the training task. A force platform was used to record several force parameters. A paired-sample t test showed overall lower force parameter outcomes in the post-test compared to the pretest (p < .001). A week later, the force parameter outcomes were still significantly lower than found in the pretest (p < .005). Participants also performed the transfer task in the post-test (p < .02) and follow-up (p < .05) test with lower force parameter outcomes compared to the pretest. A one-way MANOVA indicated that in the post-test the CFF group applied 50 % less Mean Absolute Nonzero Force (p = .005) than the BFF group. All visual force feedback methods showed to be effective in decreasing tissue manipulation force as no major differences were found between groups in the post and follow-up trials. The BFF method is preferred for it respects individual progress and minimizes distraction.

Effects of Using Graphics and Animation Online Problem-Based Learning on Visualization Skills among Students

NASA Astrophysics Data System (ADS)

Ariffin, A.; Samsudin, M. A.; Zain, A. N. Md.; Hamzah, N.; Ismail, M. E.

2017-05-01

The Engineering Drawing subject develops skills in geometry drawing becoming more professional. For the concept in Engineering Drawing, students need to have good visualization skills. Visualization is needed to help students get a start before translating into a drawing. So that, Problem Based Learning (PBL) using animation mode (PBL-A) and graphics mode (PBL-G) will be implemented in class. Problem-solving process is repeatedly able to help students interpret engineering drawings step work correctly and accurately. This study examined the effects of PBL-A online and PBL-G online on visualization skills of students in polytechnics. Sixty eight mechanical engineering students have been involved in this study. The visualization test adapted from Bennett, Seashore and Wesman was used in this study. Results showed significant differences in mean scores post-test of visualization skills among the students enrolled in PBL-G with the group of students who attended PBL-A online after effects of pre-test mean score is controlled. Therefore, the effects of animation modes have a positive impact on increasing students’ visualization skills.

Visualizing Interaction Patterns in Online Discussions and Indices of Cognitive Presence

ERIC Educational Resources Information Center

Gibbs, William J.

2006-01-01

This paper discusses Mapping Temporal Relations of Discussions Software (MTRDS), a Web-based application that visually represents the temporal relations of online discussions. MTRDS was used to observe interaction characteristics of three online discussions. In addition, the research employed the Practical Inquiry Model to identify indices of…

Exploring patient experiences and perspectives of a heart failure telerehabilitation program: A mixed methods approach.

PubMed

Hwang, Rita; Mandrusiak, Allison; Morris, Norman R; Peters, Robyn; Korczyk, Dariusz; Bruning, Jared; Russell, Trevor

To describe patient experiences and perspectives of a group-based heart failure (HF) telerehabilitation program delivered to the homes via online video-conferencing. Limited information currently exists on patient experiences of telerehabilitation for HF. Patient feedback and end-user perspectives provide important information regarding the acceptability of this new delivery model which may have a substantial impact on future uptake. We used mixed-methods design with purposive sampling of patients with HF. We used self-report surveys and semi-structured interviews to measure patient experiences and perspectives following a 12-week telerehabilitation program. The telerehabilitation program encompassed group-based exercise and education, and were delivered in real-time via videoconferencing. Interviews were transcribed and coded, with thematic analysis undertaken. Seventeen participants with HF (mean age [SD] of 69 [12] years and 88% males) were recruited. Participants reported high visual clarity and ease of use for the monitoring equipment. Major themes included motivating and inhibiting influences related to telerehabilitation and improvement suggestions. Participants liked the health benefits, access to care and social support. Participants highlighted a need for improved audio clarity and connectivity as well computer training for those with limited computer experience. The majority of participants preferred a combined face-to-face and online delivery model. Participants in this study reported high visual clarity and ease-of-use, but provided suggestions for further improvements in group-based video telerehabilitation for HF. Crown Copyright © 2017. Published by Elsevier Inc. All rights reserved.

Mind wandering and motor control: off-task thinking disrupts the online adjustment of behavior.

PubMed

Kam, Julia W Y; Dao, Elizabeth; Blinn, Patricia; Krigolson, Olav E; Boyd, Lara A; Handy, Todd C

2012-01-01

Mind wandering episodes have been construed as periods of "stimulus-independent" thought, where our minds are decoupled from the external sensory environment. In two experiments, we used behavioral and event-related potential (ERP) measures to determine whether mind wandering episodes can also be considered as periods of "response-independent" thought, with our minds disengaged from adjusting our behavioral outputs. In the first experiment, participants performed a motor tracking task and were occasionally prompted to report whether their attention was "on-task" or "mind wandering." We found greater tracking error in periods prior to mind wandering vs. on-task reports. To ascertain whether this finding was due to attenuation in visual perception per se vs. a disruptive effect of mind wandering on performance monitoring, we conducted a second experiment in which participants completed a time-estimation task. They were given feedback on the accuracy of their estimations while we recorded their EEG, and were also occasionally asked to report their attention state. We found that the sensitivity of behavior and the P3 ERP component to feedback signals were significantly reduced just prior to mind wandering vs. on-task attentional reports. Moreover, these effects co-occurred with decreases in the error-related negativity elicited by feedback signals (fERN), a direct measure of behavioral feedback assessment in cortex. Our findings suggest that the functional consequences of mind wandering are not limited to just the processing of incoming stimulation per se, but extend as well to the control and adjustment of behavior.

Mind wandering and motor control: off-task thinking disrupts the online adjustment of behavior

PubMed Central

Kam, Julia W. Y.; Dao, Elizabeth; Blinn, Patricia; Krigolson, Olav E.; Boyd, Lara A.; Handy, Todd C.

2012-01-01

Mind wandering episodes have been construed as periods of “stimulus-independent” thought, where our minds are decoupled from the external sensory environment. In two experiments, we used behavioral and event-related potential (ERP) measures to determine whether mind wandering episodes can also be considered as periods of “response-independent” thought, with our minds disengaged from adjusting our behavioral outputs. In the first experiment, participants performed a motor tracking task and were occasionally prompted to report whether their attention was “on-task” or “mind wandering.” We found greater tracking error in periods prior to mind wandering vs. on-task reports. To ascertain whether this finding was due to attenuation in visual perception per se vs. a disruptive effect of mind wandering on performance monitoring, we conducted a second experiment in which participants completed a time-estimation task. They were given feedback on the accuracy of their estimations while we recorded their EEG, and were also occasionally asked to report their attention state. We found that the sensitivity of behavior and the P3 ERP component to feedback signals were significantly reduced just prior to mind wandering vs. on-task attentional reports. Moreover, these effects co-occurred with decreases in the error-related negativity elicited by feedback signals (fERN), a direct measure of behavioral feedback assessment in cortex. Our findings suggest that the functional consequences of mind wandering are not limited to just the processing of incoming stimulation per se, but extend as well to the control and adjustment of behavior. PMID:23248596

Designing between Pedagogies and Cultures: Audio-Visual Chinese Language Resources for Australian Schools

ERIC Educational Resources Information Center

Yuan, Yifeng; Shen, Huizhong

2016-01-01

This design-based study examines the creation and development of audio-visual Chinese language teaching and learning materials for Australian schools by incorporating users' feedback and content writers' input that emerged in the designing process. Data were collected from workshop feedback of two groups of Chinese-language teachers from primary…

Using Real-Time Visual Feedback to Improve Posture at Computer Workstations

ERIC Educational Resources Information Center

Sigurdsson, Sigurdur O.; Austin, John

2008-01-01

The purpose of the current study was to examine the effects of a multicomponent intervention that included discrimination training, real-time visual feedback, and self-monitoring on postural behavior at a computer workstation in a simulated office environment. Using a nonconcurrent multiple baseline design across 8 participants, the study assessed…

Facilitating Learning from Animated Instruction: Effectiveness of Questions and Feedback as Attention-Directing Strategies

ERIC Educational Resources Information Center

Lin, Huifen

2011-01-01

The purpose of this study was to investigate the relative effectiveness of different types of visuals (static and animated) and instructional strategies (no strategy, questions, and questions plus feedback) used to complement visualized materials on students' learning of different educational objectives in a computer-based instructional (CBI)…

Effects of visual feedback balance training on the balance and ankle instability in adult men with functional ankle instability.

PubMed

Nam, Seung-Min; Kim, Kyoung; Lee, Do Youn

2018-01-01

[Purpose] This study examined the effects of visual feedback balance training on the balance and ankle instability in adult men with functional ankle instability. [Subjects and Methods] Twenty eight adults with functional ankle instability, divided randomly into an experimental group, which performed visual feedback balance training for 20 minutes and ankle joint exercises for 10 minutes, and a control group, which performed ankle joint exercise for 30 minutes. Exercises were completed three times a week for 8 weeks. Bio rescue was used for balance ability. It measured limit of stability at one minute. For ankle instability was measured using Cumberland ankle instability tool (CAIT). This measure was performed before and after the experiments in each group. [Results] The experimental group had significant increase in the Limit of Stability and CAIT score. The control group had significant increase in CAIT score. While the Limit of Stability increased without significance. [Conclusion] In conclusion, visual feedback balance training can be recommended as a treatment method for patients with functional ankle instability.

Efficacy Enhancing Communication within the Online Courseroom

ERIC Educational Resources Information Center

Kasitz, Christine M.

2013-01-01

Online learning is becoming more prevalent in high schools especially with at-risk students who may need to recover credits to meet graduation requirements. The purpose of this study was to examine the effects of an online courseroom design that delivers performance-based efficacy enhancing feedback at regular intervals, rather than relying on the…

Reading Comprehension Exercises Online: The Effects of Feedback, Proficiency and Interaction

ERIC Educational Resources Information Center

Murphy, Philip

2007-01-01

This paper describes an ongoing project to create an online version of a reading programme, a custom-designed English language proficiency course at a university in Japan. Following an interactionist view of second language acquisition, it was hypothesised that comprehension of a reading passage could be enhanced by online materials promoting…

Using Formative Student Feedback: A Continuous Quality Improvement Approach for Online Course Development

ERIC Educational Resources Information Center

Bloxham, Kristy Taylor

2010-01-01

The objective of this study was to examine the use of frequent, anonymous student course surveys as a tool in supporting continuous quality improvement (CQI) principles in online instruction. The study used a qualitative, multiple-case design involving four separate online courses. Analysis methods included pattern matching/explanation building,…

Using a Multiperspective Design Team to Develop and Manage Multilayered Online Courses

ERIC Educational Resources Information Center

Anderson, Nella Bea; Poole, L. Lori; Quinn, Stephanie; Schlicht, Carrie L.

2014-01-01

The focus of this research-based review is how to best develop and manage online classes. After receiving faculty, student, and industry feedback, Colorado State University-Global Campus integrated multi-perspective design teams to develop and manage multilayered online courses. This article will reveal the instructional design, development…

Using Case-Based Reasoning to Improve the Quality of Feedback Provided by Automated Grading Systems

ERIC Educational Resources Information Center

Kyrilov, Angelo; Noelle, David C.

2014-01-01

Information technology is now ubiquitous in higher education institutions worldwide. More than 85% of American universities use e-learning systems to supplement traditional classroom activities while some have started offering Massive Online Open Courses (MOOCs), which are completely online. An obvious benefit of these online tools is their…

Student Voices Speak Quality Assurance: Continual Improvement in Online Social Work Education

ERIC Educational Resources Information Center

Secret, Mary; Bentley, Kia J.; Kadolph, Jessie C.

2016-01-01

As social work education expands instruction through the rise of distance education, educators seek new ways to improve quality in online courses. Quality assurance standards and student feedback offer valuable insights to ensure satisfying and effective online learning experiences. An examination of these two assessment approaches concurrently in…

Evaluating the Use of Metaphor in Online Learning Environments

ERIC Educational Resources Information Center

Falconer, Liz

2008-01-01

Metaphor appears to be an innate tendency in human communication and can be shown to have significant potential when applied to the design of online learning environments. This paper describes and discusses an example of an online research methods learning resource that employs metaphoric navigation. Feedback from the tutors who design and…

Reflecting on Online Course Evaluations: Five Must-Do's for Faculty and Students

ERIC Educational Resources Information Center

Cicco, Gina

2016-01-01

This article will review the experiences of a graduate counselor educator in teaching and evaluating her online courses. The author will summarize her most effective instructional and assessment mechanisms, based on student performance through achievement of course objectives as well as students' feedback and comments on specific online counseling…

"Introduction to Teaching Online": Usability Evaluation of Interactivity in an Online Social Constructivist Course

ERIC Educational Resources Information Center

Robinson, Heather A.; Sheffield, Anneliese; Phillips, Alana S.; Moore, Michelle

2017-01-01

In this study, the usability of a social constructivist online teacher preparation course was examined using a framework developed for asynchronous constructivist courses. In particular, students' approaches to learning through interactivity were examined. Students from around the world participated in the course. Data from weekly feedback were…

Online Education and Marketing: A Joint Approach.

ERIC Educational Resources Information Center

Day, J. M.; O'Donovan, K.

1988-01-01

Describes a cooperative study between a university library and department of library and information studies in which the library collected topics from clients as the basis for students' online search exercises. The discussion includes the benefits of client feedback to students and of publicity for its online service to the library. (Author/CLB)

Perception of CPR quality: Influence of CPR feedback, Just-in-Time CPR training and provider role.

PubMed

Cheng, Adam; Overly, Frank; Kessler, David; Nadkarni, Vinay M; Lin, Yiqun; Doan, Quynh; Duff, Jonathan P; Tofil, Nancy M; Bhanji, Farhan; Adler, Mark; Charnovich, Alex; Hunt, Elizabeth A; Brown, Linda L

2015-02-01

Many healthcare providers rely on visual perception to guide cardiopulmonary resuscitation (CPR), but little is known about the accuracy of provider perceptions of CPR quality. We aimed to describe the difference between perceived versus measured CPR quality, and to determine the impact of provider role, real-time visual CPR feedback and Just-in-Time (JIT) CPR training on provider perceptions. We conducted secondary analyses of data collected from a prospective, multicenter, randomized trial of 324 healthcare providers who participated in a simulated cardiac arrest scenario between July 2012 and April 2014. Participants were randomized to one of four permutations of: JIT CPR training and real-time visual CPR feedback. We calculated the difference between perceived and measured quality of CPR and reported the proportion of subjects accurately estimating the quality of CPR within each study arm. Participants overestimated achieving adequate chest compression depth (mean difference range: 16.1-60.6%) and rate (range: 0.2-51%), and underestimated chest compression fraction (0.2-2.9%) across all arms. Compared to no intervention, the use of real-time feedback and JIT CPR training (alone or in combination) improved perception of depth (p<0.001). Accurate estimation of CPR quality was poor for chest compression depth (0-13%), rate (5-46%) and chest compression fraction (60-63%). Perception of depth is more accurate in CPR providers versus team leaders (27.8% vs. 7.4%; p=0.043) when using real-time feedback. Healthcare providers' visual perception of CPR quality is poor. Perceptions of CPR depth are improved by using real-time visual feedback and with prior JIT CPR training. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

GeoBrain for Facilitating Earth Science Education in Higher-Education Institutes--Experience and Lessons-learned

NASA Astrophysics Data System (ADS)

Deng, M.; di, L.

2007-12-01

Data integration and analysis are the foundation for the scientific investigation in Earth science. In the past several decades, huge amounts of Earth science data have been collected mainly through remote sensing. Those data have become the treasure for Earth science research. Training students how to discover and use the huge volume of Earth science data in research become one of the most important trainings for making a student a qualified scientist. Being developed by a NASA funded project, the GeoBrain system has adopted and implemented the latest Web services and knowledge management technologies for providing innovative methods in publishing, accessing, visualizing, and analyzing geospatial data and in building/sharing geoscience knowledge. It provides a data-rich online learning and research environment enabled by wealthy data and information available at NASA Earth Observing System (EOS) Data and Information System (EOSDIS). Students, faculty members, and researchers from institutes worldwide can easily access, analyze, and model with the huge amount of NASA EOS data just like they possess such vast resources locally at their desktops. Although still in development, the GeoBrain system has been operational since 2005. A number of education materials have been developed for facilitating the use of GeoBrain as a powerful education tool for Earth science education at both undergraduate and graduate levels. Thousands of online higher-education users worldwide have used GeoBrain services. A number of faculty members in multiple universities have been funded as GeoBrain education partners to explore the use of GeoBrain in the classroom teaching and student research. By summarizing and analyzing the feedbacks from the online users and the education partners, this presentation presents the user experiences on using GeoBrain in Earth science teaching and research. The feedbacks on classroom use of GeoBrain have demonstrated that GeoBrain is very useful for facilitating the transition of both undergraduate and graduate students from learners to investigators. They feedbacks have also shown the system can improve teaching effectiveness, refine student's learning habit, and inspire students" interests in pursuing Earth sciences as their career. The interaction with the education users of GeoBrain provides much needed guidance and lessens-learned for future development and promotion of GeoBrain.

Endogenously generated gamma-band oscillations in early visual cortex: A neurofeedback study.

PubMed

Merkel, Nina; Wibral, Michael; Bland, Gareth; Singer, Wolf

2018-04-26

Human subjects were trained with neurofeedback (NFB) to enhance the power of narrow-band gamma oscillations in circumscribed regions of early visual cortex. To select the region and the oscillation frequency for NFB training, gamma oscillations were induced with locally presented drifting gratings. The source and frequency of these induced oscillations were determined using beamforming methods. During NFB training the power of narrow band gamma oscillations was continuously extracted from this source with online beamforming and converted into the pitch of a tone signal. We found that seven out of ten subjects were able to selectively increase the amplitude of gamma oscillations in the absence of visual stimulation. One subject however failed completely and two subjects succeeded to manipulate the feedback signal by contraction of muscles. In all subjects the attempts to enhance visual gamma oscillations were associated with an increase of beta oscillations over precentral/frontal regions. Only successful subjects exhibited an additional marked increase of theta oscillations over precentral/prefrontal and temporal regions whereas unsuccessful subjects showed an increase of alpha band oscillations over occipital regions. We argue that spatially confined networks in early visual cortex can be entrained to engage in narrow band gamma oscillations not only by visual stimuli but also by top down signals. We interpret the concomitant increase in beta oscillations as indication for an engagement of the fronto-parietal attention network and the increase of theta oscillations as a correlate of imagery. Our finding support the application of NFB in disease conditions associated with impaired gamma synchronization. © 2018 Wiley Periodicals, Inc.

Interactive visualization of public health indicators to support policymaking: An exploratory study

PubMed Central

Zakkar, Moutasem; Sedig, Kamran

2017-01-01

Purpose The purpose of this study is to examine the use of interactive visualizations to represent data/information related to social determinants of health and public health indicators, and to investigate the benefits of such visualizations for health policymaking. Methods: The study developed a prototype for an online interactive visualization tool that represents the social determinants of health. The study participants explored and used the tool. The tool was evaluated using the informal user experience evaluation method. This method involves the prospective users of a tool to use and play with it and their feedback to be collected through interviews. Results: Using visualizations to represent and interact with health indicators has advantages over traditional representation techniques that do not allow users to interact with the information. Communicating healthcare indicators to policymakers is a complex task because of the complexity of the indicators, diversity of audiences, and different audience needs. This complexity can lead to information misinterpretation, which occurs when users of the health data ignore or do not know why, where, and how the data has been produced, or where and how it can be used. Conclusions: Public health policymaking is a complex process, and data is only one element among others needed in this complex process. Researchers and healthcare organizations should conduct a strategic evaluation to assess the usability of interactive visualizations and decision support tools before investing in these tools. Such evaluation should take into consideration the cost, ease of use, learnability, and efficiency of those tools, and the factors that influence policymaking. PMID:29026455

3D visualization of movements can amplify motor cortex activation during subsequent motor imagery

PubMed Central

Sollfrank, Teresa; Hart, Daniel; Goodsell, Rachel; Foster, Jonathan; Tan, Tele

2015-01-01

A repetitive movement practice by motor imagery (MI) can influence motor cortical excitability in the electroencephalogram (EEG). This study investigated if a realistic visualization in 3D of upper and lower limb movements can amplify motor related potentials during subsequent MI. We hypothesized that a richer sensory visualization might be more effective during instrumental conditioning, resulting in a more pronounced event related desynchronization (ERD) of the upper alpha band (10–12 Hz) over the sensorimotor cortices thereby potentially improving MI based brain-computer interface (BCI) protocols for motor rehabilitation. The results show a strong increase of the characteristic patterns of ERD of the upper alpha band components for left and right limb MI present over the sensorimotor areas in both visualization conditions. Overall, significant differences were observed as a function of visualization modality (VM; 2D vs. 3D). The largest upper alpha band power decrease was obtained during MI after a 3-dimensional visualization. In total in 12 out of 20 tasks the end-user of the 3D visualization group showed an enhanced upper alpha ERD relative to 2D VM group, with statistical significance in nine tasks.With a realistic visualization of the limb movements, we tried to increase motor cortex activation during subsequent MI. The feedback and the feedback environment should be inherently motivating and relevant for the learner and should have an appeal of novelty, real-world relevance or aesthetic value (Ryan and Deci, 2000; Merrill, 2007). Realistic visual feedback, consistent with the participant’s MI, might be helpful for accomplishing successful MI and the use of such feedback may assist in making BCI a more natural interface for MI based BCI rehabilitation. PMID:26347642

3D visualization of movements can amplify motor cortex activation during subsequent motor imagery.

PubMed

Sollfrank, Teresa; Hart, Daniel; Goodsell, Rachel; Foster, Jonathan; Tan, Tele

2015-01-01

A repetitive movement practice by motor imagery (MI) can influence motor cortical excitability in the electroencephalogram (EEG). This study investigated if a realistic visualization in 3D of upper and lower limb movements can amplify motor related potentials during subsequent MI. We hypothesized that a richer sensory visualization might be more effective during instrumental conditioning, resulting in a more pronounced event related desynchronization (ERD) of the upper alpha band (10-12 Hz) over the sensorimotor cortices thereby potentially improving MI based brain-computer interface (BCI) protocols for motor rehabilitation. The results show a strong increase of the characteristic patterns of ERD of the upper alpha band components for left and right limb MI present over the sensorimotor areas in both visualization conditions. Overall, significant differences were observed as a function of visualization modality (VM; 2D vs. 3D). The largest upper alpha band power decrease was obtained during MI after a 3-dimensional visualization. In total in 12 out of 20 tasks the end-user of the 3D visualization group showed an enhanced upper alpha ERD relative to 2D VM group, with statistical significance in nine tasks.With a realistic visualization of the limb movements, we tried to increase motor cortex activation during subsequent MI. The feedback and the feedback environment should be inherently motivating and relevant for the learner and should have an appeal of novelty, real-world relevance or aesthetic value (Ryan and Deci, 2000; Merrill, 2007). Realistic visual feedback, consistent with the participant's MI, might be helpful for accomplishing successful MI and the use of such feedback may assist in making BCI a more natural interface for MI based BCI rehabilitation.

The integration of temporally shifted visual feedback in a synchronization task: The role of perceptual stability in a visuo-proprioceptive conflict situation.

PubMed

Ceux, Tanja; Montagne, Gilles; Buekers, Martinus J

2010-12-01

The present study examined whether the beneficial role of coherently grouped visual motion structures for performing complex (interlimb) coordination patterns can be generalized to synchronization behavior in a visuo-proprioceptive conflict situation. To achieve this goal, 17 participants had to synchronize a self-moved circle, representing the arm movement, with a visual target signal corresponding to five temporally shifted visual feedback conditions (0%, 25%, 50%, 75%, and 100% of the target cycle duration) in three synchronization modes (in-phase, anti-phase, and intermediate). The results showed that the perception of a newly generated perceptual Gestalt between the visual feedback of the arm and the target signal facilitated the synchronization performance in the preferred in-phase synchronization mode in contrast to the less stable anti-phase and intermediate mode. Our findings suggest that the complexity of the synchronization mode defines to what extent the visual and/or proprioceptive information source affects the synchronization performance in the present unimanual synchronization task. Copyright © 2010 Elsevier B.V. All rights reserved.

Analysis of Feedback in after Action Reviews

DTIC Science & Technology

1987-06-01

CONNTSM Page INTRODUCTIUN . . . . . . . . . . . . . . . . . . . A Perspective on Feedback. . ....... • • ..... • 1 Overviev of %,•urrent Research...part of their training program . The AAR is in marked contrast to the critique method of feedback which is often used in military training. The AAR...feedback is task-inherent feedback. Task-inherent feedback refers to human-machine interacting systems, e.g., computers , where in a visual tracking task

The interaction of respiration and visual feedback on the control of force and neural activation of the agonist muscle

PubMed Central

Baweja, Harsimran S.; Patel, Bhavini K.; Neto, Osmar P.; Christou, Evangelos A.

2011-01-01

The purpose of this study was to compare force variability and the neural activation of the agonist muscle during constant isometric contractions at different force levels when the amplitude of respiration and visual feedback were varied. Twenty young adults (20–32 years, 10 men and 10 women) were instructed to accurately match a target force at 15 and 50% of their maximal voluntary contraction (MVC) with abduction of the index finger while controlling their respiration at different amplitudes (85, 100 and 125% normal) in the presence and absence of visual feedback. Each trial lasted 22 s and visual feedback was removed from 8–12 to 16–20 s. Each subject performed 3 trials with each respiratory condition at each force level. Force variability was quantified as the standard deviation of the detrended force data. The neural activation of the first dorsal interosseus (FDI) was measured with bipolar surface electrodes placed distal to the innervation zone. Relative to normal respiration, force variability increased significantly only during high-amplitude respiration (~63%). The increase in force variability from normal- to high-amplitude respiration was strongly associated with amplified force oscillations from 0–3 Hz (R2 ranged from .68 – .84; p < .001). Furthermore, the increase in force variability was exacerbated in the presence of visual feedback at 50% MVC (vision vs. no-vision: .97 vs. .87 N) and was strongly associated with amplified force oscillations from 0–1 Hz (R2 = .82) and weakly associated with greater power from 12–30 Hz (R2 = .24) in the EMG of the agonist muscle. Our findings demonstrate that high-amplitude respiration and visual feedback of force interact and amplify force variability in young adults during moderate levels of effort. PMID:21546109

Prior history of FDI muscle contraction: different effect on MEP amplitude and muscle activity.

PubMed

Talis, V L; Kazennikov, O V; Castellote, J M; Grishin, A A; Ioffe, M E

2014-03-01

Motor evoked potentials (MEPs) in the right first dorsal interosseous (FDI) muscle elicited by transcranial magnetic stimulation of left motor cortex were assessed in ten healthy subjects during maintenance of a fixed FDI contraction level. Subjects maintained an integrated EMG (IEMG) level with visual feedback and reproduced this level by memory afterwards in the following tasks: stationary FDI muscle contraction at the level of 40 ± 5 % of its maximum voluntary contraction (MVC; 40 % task), at the level of 20 ± 5 % MVC (20 % task), and also when 20 % MVC was preceded by either no contraction (0-20 task), by stronger muscle contraction (40-20 task) or by no contraction with a previous strong contraction (40-0-20 task). The results show that the IEMG level was within the prescribed limits when 20 and 40 % stationary tasks were executed with and without visual feedback. In 0-20, 40-20, and 40-0-20 tasks, 20 % IEMG level was precisely controlled in the presence of visual feedback, but without visual feedback the IEMG and force during 20 % IEMG maintenance were significantly higher in the 40-0-20 task than those in 0-20 and 40-20 tasks. That is, without visual feedback, there were significant variations in muscle activity due to different prehistory of contraction. In stationary tasks, MEP amplitudes in 40 % task were higher than in 20 % task. MEPs did not differ significantly during maintenance of the 20 % level in tasks with different prehistory of muscle contraction with and without visual feedback. Thus, in spite of variations in muscle background activity due to different prehistory of contraction MEPs did not vary significantly. This dissociation suggests that the voluntary maintenance of IEMG level is determined not only by cortical mechanisms, as reflected by corticospinal excitability, but also by lower levels of CNS, where afferent signals and influences from other brain structures and spinal cord are convergent.

NASA Giovanni: A Tool for Visualizing, Analyzing, and Inter-comparing Soil Moisture Data

NASA Technical Reports Server (NTRS)

Teng, William; Rui, Hualan; Vollmer, Bruce; deJeu, Richard; Fang, Fan; Lei, Guang-Dih; Parinussa, Robert

2014-01-01

There are many existing satellite soil moisture algorithms and their derived data products, but there is no simple way for a user to inter-compare the products or analyze them together with other related data. An environment that facilitates such inter-comparison and analysis would be useful for validation of satellite soil moisture retrievals against in situ data and for determining the relationships between different soil moisture products. As part of the NASA Giovanni (Geospatial Interactive Online Visualization ANd aNalysis Infrastructure) family of portals, which has provided users worldwide with a simple but powerful way to explore NASA data, a beta prototype Giovanni Inter-comparison of Soil Moisture Products portal has been developed. A number of soil moisture data products are currently included in the prototype portal. More will be added, based on user requirements and feedback and as resources become available. Two application examples for the portal are provided. The NASA Giovanni Soil Moisture portal is versatile and extensible, with many possible uses, for research and applications, as well as for the education community.

MetaSEEk: a content-based metasearch engine for images

NASA Astrophysics Data System (ADS)

Beigi, Mandis; Benitez, Ana B.; Chang, Shih-Fu

1997-12-01

Search engines are the most powerful resources for finding information on the rapidly expanding World Wide Web (WWW). Finding the desired search engines and learning how to use them, however, can be very time consuming. The integration of such search tools enables the users to access information across the world in a transparent and efficient manner. These systems are called meta-search engines. The recent emergence of visual information retrieval (VIR) search engines on the web is leading to the same efficiency problem. This paper describes and evaluates MetaSEEk, a content-based meta-search engine used for finding images on the Web based on their visual information. MetaSEEk is designed to intelligently select and interface with multiple on-line image search engines by ranking their performance for different classes of user queries. User feedback is also integrated in the ranking refinement. We compare MetaSEEk with a base line version of meta-search engine, which does not use the past performance of the different search engines in recommending target search engines for future queries.

Fitts’ Law in the Control of Isometric Grip Force With Naturalistic Targets

PubMed Central

Thumser, Zachary C.; Slifkin, Andrew B.; Beckler, Dylan T.; Marasco, Paul D.

2018-01-01

Fitts’ law models the relationship between amplitude, precision, and speed of rapid movements. It is widely used to quantify performance in pointing tasks, study human-computer interaction, and generally to understand perceptual-motor information processes, including research to model performance in isometric force production tasks. Applying Fitts’ law to an isometric grip force task would allow for quantifying grasp performance in rehabilitative medicine and may aid research on prosthetic control and design. We examined whether Fitts’ law would hold when participants attempted to accurately produce their intended force output while grasping a manipulandum when presented with images of various everyday objects (we termed this the implicit task). Although our main interest was the implicit task, to benchmark it and establish validity, we examined performance against a more standard visual feedback condition via a digital force-feedback meter on a video monitor (explicit task). Next, we progressed from visual force feedback with force meter targets to the same targets without visual force feedback (operating largely on feedforward control with tactile feedback). This provided an opportunity to see if Fitts’ law would hold without vision, and allowed us to progress toward the more naturalistic implicit task (which does not include visual feedback). Finally, we changed the nature of the targets from requiring explicit force values presented as arrows on a force-feedback meter (explicit targets) to the more naturalistic and intuitive target forces implied by images of objects (implicit targets). With visual force feedback the relation between task difficulty and the time to produce the target grip force was predicted by Fitts’ law (average r2 = 0.82). Without vision, average grip force scaled accurately although force variability was insensitive to the target presented. In contrast, images of everyday objects generated more reliable grip forces without the visualized force meter. In sum, population means were well-described by Fitts’ law for explicit targets with vision (r2 = 0.96) and implicit targets (r2 = 0.89), but not as well-described for explicit targets without vision (r2 = 0.54). Implicit targets should provide a realistic see-object-squeeze-object test using Fitts’ law to quantify the relative speed-accuracy relationship of any given grasper. PMID:29773999

Feedforward and feedback motor control abnormalities implicate cerebellar dysfunctions in autism spectrum disorder.

PubMed

Mosconi, Matthew W; Mohanty, Suman; Greene, Rachel K; Cook, Edwin H; Vaillancourt, David E; Sweeney, John A

2015-02-04

Sensorimotor abnormalities are common in autism spectrum disorder (ASD) and among the earliest manifestations of the disorder. They have been studied far less than the social-communication and cognitive deficits that define ASD, but a mechanistic understanding of sensorimotor abnormalities in ASD may provide key insights into the neural underpinnings of the disorder. In this human study, we examined rapid, precision grip force contractions to determine whether feedforward mechanisms supporting initial motor output before sensory feedback can be processed are disrupted in ASD. Sustained force contractions also were examined to determine whether reactive adjustments to ongoing motor behavior based on visual feedback are altered. Sustained force was studied across multiple force levels and visual gains to assess motor and visuomotor mechanisms, respectively. Primary force contractions of individuals with ASD showed greater peak rate of force increases and large transient overshoots. Individuals with ASD also showed increased sustained force variability that scaled with force level and was more severe when visual gain was highly amplified or highly degraded. When sustaining a constant force level, their reactive adjustments were more periodic than controls, and they showed increased reliance on slower feedback mechanisms. Feedforward and feedback mechanism alterations each were associated with more severe social-communication impairments in ASD. These findings implicate anterior cerebellar circuits involved in feedforward motor control and posterior cerebellar circuits involved in transforming visual feedback into precise motor adjustments in ASD. Copyright © 2015 the authors 0270-6474/15/352015-11$15.00/0.

A Comparison between Two Automatic Assessment Approaches for Programming: An Empirical Study on MOOCs

ERIC Educational Resources Information Center

Bey, Anis; Jermann, Patrick; Dillenbourg, Pierre

2018-01-01

Computer-graders have been in regular use in the context of MOOCs (Massive Open Online Courses). The automatic grading of programs presents an opportunity to assess and provide tailored feedback to large classes, while featuring at the same time a number of benefits like: immediate feedback, unlimited submissions, as well as low cost of feedback.…

Assessing Online Textual Feedback to Support Student Intrinsic Motivation Using a Collaborative Text-Based Dialogue System: A Qualitative Study

ERIC Educational Resources Information Center

Shroff, Ronnie H.; Deneen, Christopher

2011-01-01

This paper assesses textual feedback to support student intrinsic motivation using a collaborative text-based dialogue system. A research model is presented based on research into intrinsic motivation, and the specific construct of feedback provides a framework for the model. A qualitative research methodology is used to validate the model.…

Pre-Service Visual Art Teachers' Perceptions of Assessment in Online Learning

ERIC Educational Resources Information Center

Allen, Jeanne Maree; Wright, Suzie; Innes, Maureen

2014-01-01

This paper reports on a study conducted into how one cohort of Master of Teaching pre-service visual art teachers perceived their learning in a fully online learning environment. Located in an Australian urban university, this qualitative study provided insights into a number of areas associated with higher education online learning, including…

Selective and divided attention modulates auditory-vocal integration in the processing of pitch feedback errors.

PubMed

Liu, Ying; Hu, Huijing; Jones, Jeffery A; Guo, Zhiqiang; Li, Weifeng; Chen, Xi; Liu, Peng; Liu, Hanjun

2015-08-01

Speakers rapidly adjust their ongoing vocal productions to compensate for errors they hear in their auditory feedback. It is currently unclear what role attention plays in these vocal compensations. This event-related potential (ERP) study examined the influence of selective and divided attention on the vocal and cortical responses to pitch errors heard in auditory feedback regarding ongoing vocalisations. During the production of a sustained vowel, participants briefly heard their vocal pitch shifted up two semitones while they actively attended to auditory or visual events (selective attention), or both auditory and visual events (divided attention), or were not told to attend to either modality (control condition). The behavioral results showed that attending to the pitch perturbations elicited larger vocal compensations than attending to the visual stimuli. Moreover, ERPs were likewise sensitive to the attentional manipulations: P2 responses to pitch perturbations were larger when participants attended to the auditory stimuli compared to when they attended to the visual stimuli, and compared to when they were not explicitly told to attend to either the visual or auditory stimuli. By contrast, dividing attention between the auditory and visual modalities caused suppressed P2 responses relative to all the other conditions and caused enhanced N1 responses relative to the control condition. These findings provide strong evidence for the influence of attention on the mechanisms underlying the auditory-vocal integration in the processing of pitch feedback errors. In addition, selective attention and divided attention appear to modulate the neurobehavioral processing of pitch feedback errors in different ways. © 2015 Federation of European Neuroscience Societies and John Wiley & Sons Ltd.

Visual information transfer. 1: Assessment of specific information needs. 2: The effects of degraded motion feedback. 3: Parameters of appropriate instrument scanning behavior

NASA Technical Reports Server (NTRS)

Comstock, J. R., Jr.; Kirby, R. H.; Coates, G. D.

1984-01-01

Pilot and flight crew assessment of visually displayed information is examined as well as the effects of degraded and uncorrected motion feedback, and instrument scanning efficiency by the pilot. Computerized flight simulation and appropriate physiological measurements are used to collect data for standardization.

The Use of Visual Feedback during Signing: Evidence from Signers with Impaired Vision

ERIC Educational Resources Information Center

Emmorey, Karen; Korpics, Franco; Petronio, Karen

2009-01-01

The role of visual feedback during the production of American Sign Language was investigated by comparing the size of signing space during conversations and narrative monologues for normally sighted signers, signers with tunnel vision due to Usher syndrome, and functionally blind signers. The interlocutor for all groups was a normally sighted deaf…

The Effects of Task Clarification, Visual Prompts, and Graphic Feedback on Customer Greeting and Up-Selling in a Restaurant

ERIC Educational Resources Information Center

Squires, James; Wilder, David A.; Fixsen, Amanda; Hess, Erica; Rost, Kristen; Curran, Ryan; Zonneveld, Kimberly

2007-01-01

An intervention consisting of task clarification, visual prompts, and graphic feedback was evaluated to increase customer greeting and up-selling in a restaurant. A combination multiple baseline and reversal design was used to evaluate intervention effects. Although all interventions improved performance over baseline, the delivery of graphic…

Ultrasound as Visual Feedback in Speech Habilitation: Exploring Consultative Use in Rural British Columbia, Canada

ERIC Educational Resources Information Center

Bernhardt, B. May; Bacsfalvi, Penelope; Adler-Bock, Marcy; Shimizu, Reiko; Cheney, Audrey; Giesbrecht, Nathan; O'Connell, Maureen; Sirianni, Jason; Radanov, Bosko

2008-01-01

Ultrasound has shown promise as a visual feedback tool in speech therapy. Rural clients, however, often have minimal access to new technologies. The purpose of the current study was to evaluate consultative treatment using ultrasound in rural communities. Two speech-language pathologists (SLPs) trained in ultrasound use provided consultation with…

Preparing Precipitation Data Access, Value-added Services and Scientific Exploration Tools for the Integrated Multi-satellitE Retrievals for GPM (IMERG)

NASA Astrophysics Data System (ADS)

Ostrenga, D.; Liu, Z.; Kempler, S. J.; Vollmer, B.; Teng, W. L.

2013-12-01

The Precipitation Data and Information Services Center (PDISC) (http://disc.gsfc.nasa.gov/precipitation or google: NASA PDISC), located at the NASA Goddard Space Flight Center (GSFC) Earth Sciences (GES) Data and Information Services Center (DISC), is home of the Tropical Rainfall Measuring Mission (TRMM) data archive. For over 15 years, the GES DISC has served not only TRMM, but also other space-based, airborne-based, field campaign and ground-based precipitation data products to the precipitation community and other disciplinary communities as well. The TRMM Multi-Satellite Precipitation Analysis (TMPA) products are the most popular products in the TRMM product family in terms of data download and access through Mirador, the GES-DISC Interactive Online Visualization ANd aNalysis Infrastructure (Giovanni) and other services. The next generation of TMPA, the Integrated Multi-satellitE Retrievals for GPM (IMERG) to be released in 2014 after the launch of GPM, will be significantly improved in terms of spatial and temporal resolutions. To better serve the user community, we are preparing data services and samples are listed below. To enable scientific exploration of Earth science data products without going through complicated and often time consuming processes, such as data downloading, data processing, etc., the GES DISC has developed Giovanni in consultation with members of the user community, requesting quick search, subset, analysis and display capabilities for their specific data of interest. For example, the TRMM Online Visualization and Analysis System (TOVAS, http://disc2.nascom.nasa.gov/Giovanni/tovas/) has proven extremely popular, especially as additional datasets have been added upon request. Giovanni will continue to evolve to accommodate GPM data and the multi-sensor data inter-comparisons that will be sure to follow. Additional PDISC tool and service capabilities being adapted for GPM data include: An on-line PDISC Portal (includes user guide, etc.); Data ingest, processing, distribution from on-line archive; Google-like Mirador data search and access engine; electronic distribution, Subscriptions; Uses semantic technology to help manage large amounts of multi-sensor data and their relationships; Data drill down and search capabilities; Data access through various web services, i.e., OPeNDAP, GDS, WMS, WCS; Conversion into various formats, e.g., netCDF, HDF, KML (for Google Earth), ascii; Exploration, visualization and statistical online analysis through Giovanni; Visualization and analysis of L2 data profiles and maps; Generation of derived products, such as, daily products; Parameter and spatial subsetting; Time and temporal aggregation; Regridding; Data version control and provenance; Data Stewardship - Continuous archive verification; Documentation; Science support for proper data usage, help desk; Monitoring services for applications; Expertise in data related standards and interoperability. This presentation will further describe the data services at the PDISC that are currently being utilized by precipitation science and application researchers, and the preparation plan for IMERG. Comments and feedback are welcome.

The Effect of Online Discussion Board Frequency on Student Performance in Adult Learners

ERIC Educational Resources Information Center

Selhorst, Adam L.; Bao, Mingzhen; Williams, Lorraine; Klein, Eric

2017-01-01

Classroom discussion boards are a vital part of the online educational experience, providing a venue for peer to peer and student to faculty interactions. However, institutional feedback from students at a large open enrollment university has shown that excess focus on online discussions may lead to fatigue, resulting in lower student…

Student Feedback in Elementary Online Learning: A Phenomenological Study Using Person-Centered Instruction

ERIC Educational Resources Information Center

Smistad, Kirsten E.

2013-01-01

Online learning is becoming increasingly attractive as an option for learning at the K-12 level. However, most research in online learning is done with adults or university participants-a population with a different developmental level and different reasons for learning than those still in compulsory schooling. This study examined the phenomenon…

A Figment of Their Imagination: Adolescent Poetic Literacy in an Online Affinity Space

ERIC Educational Resources Information Center

Padgett, Elizabeth R.; Curwood, Jen Scott

2016-01-01

Drawing on sociocultural perspectives, this case study investigated ways that youths write, read, and critique poetry in an online affinity space. Specifically, it used a thematic analysis of interviews, a linguistic analysis of online feedback mechanisms, and poetic analysis to gain insight into how four teens engaged with poetry on the Figment…

The Anatomy of Program Design for an On-Line Business Management Course

ERIC Educational Resources Information Center

Barger, Bonita

2008-01-01

How does one design an on-line course to bridge theory and practice? How can the feedback of on-going stakeholder (student and administration) be incorporated into the design process to enhance quality? This paper presents the theoretical underpinning of designing an on-line management course recognized as best practice for a "well organized…

Elaborative Feedback to Enhance Online Second Language Reading Comprehension

ERIC Educational Resources Information Center

Bown, Andy

2017-01-01

Many higher education students across the world are studying in situations where a high proportion of the academic materials they encounter are online reading texts written in their second language. While the online medium presents a number of challenges to L2 readers, it also enables the provision of a range of support mechanisms, such as instant…

Visual feedback attenuates mean concentric barbell velocity loss, and improves motivation, competitiveness, and perceived workload in male adolescent athletes.

PubMed

Weakley, Jonathon Js; Wilson, Kyle M; Till, Kevin; Read, Dale B; Darrall-Jones, Joshua; Roe, Gregory; Phibbs, Padraic J; Jones, Ben

2017-07-12

It is unknown whether instantaneous visual feedback of resistance training outcomes can enhance barbell velocity in younger athletes. Therefore, the purpose of this study was to quantify the effects of visual feedback on mean concentric barbell velocity in the back squat, and to identify changes in motivation, competitiveness, and perceived workload. In a randomised-crossover design (Feedback vs. Control) feedback of mean concentric barbell velocity was or was not provided throughout a set of 10 repetitions in the barbell back squat. Magnitude-based inferences were used to assess changes between conditions, with almost certainly greater differences in mean concentric velocity between the Feedback (0.70 ±0.04 m·s) and Control (0.65 ±0.05 m·s) observed. Additionally, individual repetition mean concentric velocity ranged from possibly (repetition number two: 0.79 ±0.04 vs. 0.78 ±0.04 m·s) to almost certainly (repetition number 10: 0.58 ±0.05 vs. 0.49 ±0.05 m·s) greater when provided feedback, while almost certain differences were observed in motivation, competitiveness, and perceived workload, respectively. Providing adolescent male athletes with visual kinematic information while completing resistance training is beneficial for the maintenance of barbell velocity during a training set, potentially enhancing physical performance. Moreover, these improvements were observed alongside increases in motivation, competitiveness and perceived workload providing insight into the underlying mechanisms responsible for the performance gains observed. Given the observed maintenance of barbell velocity during a training set, practitioners can use this technique to manipulate training outcomes during resistance training.

myExperiment: a repository and social network for the sharing of bioinformatics workflows

PubMed Central

Goble, Carole A.; Bhagat, Jiten; Aleksejevs, Sergejs; Cruickshank, Don; Michaelides, Danius; Newman, David; Borkum, Mark; Bechhofer, Sean; Roos, Marco; Li, Peter; De Roure, David

2010-01-01

myExperiment (http://www.myexperiment.org) is an online research environment that supports the social sharing of bioinformatics workflows. These workflows are procedures consisting of a series of computational tasks using web services, which may be performed on data from its retrieval, integration and analysis, to the visualization of the results. As a public repository of workflows, myExperiment allows anybody to discover those that are relevant to their research, which can then be reused and repurposed to their specific requirements. Conversely, developers can submit their workflows to myExperiment and enable them to be shared in a secure manner. Since its release in 2007, myExperiment currently has over 3500 registered users and contains more than 1000 workflows. The social aspect to the sharing of these workflows is facilitated by registered users forming virtual communities bound together by a common interest or research project. Contributors of workflows can build their reputation within these communities by receiving feedback and credit from individuals who reuse their work. Further documentation about myExperiment including its REST web service is available from http://wiki.myexperiment.org. Feedback and requests for support can be sent to bugs@myexperiment.org. PMID:20501605

Impact of Mental Health Screening on Promoting Immediate Online Help-Seeking: Randomized Trial Comparing Normative Versus Humor-Driven Feedback.

PubMed

Choi, Isabella; Milne, David N; Deady, Mark; Calvo, Rafael A; Harvey, Samuel B; Glozier, Nick

2018-04-05

Given the widespread availability of mental health screening apps, providing personalized feedback may encourage people at high risk to seek help to manage their symptoms. While apps typically provide personal score feedback only, feedback types that are user-friendly and increase personal relevance may encourage further help-seeking. The aim of this study was to compare the effects of providing normative and humor-driven feedback on immediate online help-seeking, defined as clicking on a link to an external resource, and to explore demographic predictors that encourage help-seeking. An online sample of 549 adults were recruited using social media advertisements. Participants downloaded a smartphone app known as "Mindgauge" which allowed them to screen their mental wellbeing by completing standardized measures on Symptoms (Kessler 6-item Scale), Wellbeing (World Health Organization [Five] Wellbeing Index), and Resilience (Brief Resilience Scale). Participants were randomized to receive normative feedback that compared their scores to a reference group or humor-driven feedback that presented their scores in a relaxed manner. Those who scored in the moderate or poor ranges in any measure were encouraged to seek help by clicking on a link to an external online resource. A total of 318 participants scored poorly on one or more measures and were provided with an external link after being randomized to receive normative or humor-driven feedback. There was no significant difference of feedback type on clicking on the external link across all measures. A larger proportion of participants from the Wellbeing measure (170/274, 62.0%) clicked on the links than the Resilience (47/179, 26.3%) or Symptoms (26/75, 34.7%) measures (χ 2 =60.35, P<.001). There were no significant demographic factors associated with help-seeking for the Resilience or Wellbeing measures. Participants with a previous episode of poor mental health were less likely than those without such history to click on the external link in the Symptoms measure (P=.003, odds ratio [OR] 0.83, 95% CI 0.02-0.44), and younger adults were less likely to click on the link compared to older adults across all measures (P=.005, OR 0.44, 95% CI 0.25-0.78). This pilot study found that there was no difference between normative and humor-driven feedback on promoting immediate clicks to an external resource, suggesting no impact on online help-seeking. Limitations included: lack of personal score control group, limited measures of predictors and potential confounders, and the fact that other forms of professional help-seeking were not assessed. Further investigation into other predictors and factors that impact on help-seeking is needed. Australian New Zealand Clinical Trials Registry ACTRN12616000707460; https://www.anzctr.org.au/ Trial/Registration/TrialReview.aspx?id=370187 (Archived by WebCite at http://www.webcitation.org/6y8m8sVxr). ©Isabella Choi, David N Milne, Mark Deady, Rafael A Calvo, Samuel B Harvey, Nick Glozier. Originally published in JMIR Mental Health (http://mental.jmir.org), 05.04.2018.

A survey of telerobotic surface finishing

NASA Astrophysics Data System (ADS)

Höglund, Thomas; Alander, Jarmo; Mantere, Timo

2018-05-01

This is a survey of research published on the subjects of telerobotics, haptic feedback, and mixed reality applied to surface finishing. The survey especially focuses on how visuo-haptic feedback can be used to improve a grinding process using a remote manipulator or robot. The benefits of teleoperation and reasons for using haptic feedback are presented. The use of genetic algorithms for optimizing haptic sensing is briefly discussed. Ways of augmenting the operator's vision are described. Visual feedback can be used to find defects and analyze the quality of the surface resulting from the surface finishing process. Visual cues can also be used to aid a human operator in manipulating a robot precisely and avoiding collisions.

Real-Time Performance Feedback for the Manual Control of Spacecraft

NASA Astrophysics Data System (ADS)

Karasinski, John Austin

Real-time performance metrics were developed to quantify workload, situational awareness, and manual task performance for use as visual feedback to pilots of aerospace vehicles. Results from prior lunar lander experiments with variable levels of automation were replicated and extended to provide insights for the development of real-time metrics. Increased levels of automation resulted in increased flight performance, lower workload, and increased situational awareness. Automated Speech Recognition (ASR) was employed to detect verbal callouts as a limited measure of subjects' situational awareness. A one-dimensional manual tracking task and simple instructor-model visual feedback scheme was developed. This feedback was indicated to the operator by changing the color of a guidance element on the primary flight display, similar to how a flight instructor points out elements of a display to a student pilot. Experiments showed that for this low-complexity task, visual feedback did not change subject performance, but did increase the subjects' measured workload. Insights gained from these experiments were applied to a Simplified Aid for EVA Rescue (SAFER) inspection task. The effects of variations of an instructor-model performance-feedback strategy on human performance in a novel SAFER inspection task were investigated. Real-time feedback was found to have a statistically significant effect of improving subject performance and decreasing workload in this complicated four degree of freedom manual control task with two secondary tasks.

The Understanding and Interpretation of Innovative Technology-Enabled Multidimensional Physical Activity Feedback in Patients at Risk of Future Chronic Disease

PubMed Central

Western, Max J.; Peacock, Oliver J.; Stathi, Afroditi; Thompson, Dylan

2015-01-01

Background Innovative physical activity monitoring technology can be used to depict rich visual feedback that encompasses the various aspects of physical activity known to be important for health. However, it is unknown whether patients who are at risk of chronic disease would understand such sophisticated personalised feedback or whether they would find it useful and motivating. The purpose of the present study was to determine whether technology-enabled multidimensional physical activity graphics and visualisations are comprehensible and usable for patients at risk of chronic disease. Method We developed several iterations of graphics depicting minute-by-minute activity patterns and integrated physical activity health targets. Subsequently, patients at moderate/high risk of chronic disease (n=29) and healthcare practitioners (n=15) from South West England underwent full 7-days activity monitoring followed by individual semi-structured interviews in which they were asked to comment on their own personalised visual feedback Framework analysis was used to gauge their interpretation and of personalised feedback, graphics and visualisations. Results We identified two main components focussing on (a) the interpretation of feedback designs and data and (b) the impact of personalised visual physical activity feedback on facilitation of health behaviour change. Participants demonstrated a clear ability to understand the sophisticated personal information plus an enhanced physical activity knowledge. They reported that receiving multidimensional feedback was motivating and could be usefully applied to facilitate their efforts in becoming more physically active. Conclusion Multidimensional physical activity feedback can be made comprehensible, informative and motivational by using appropriate graphics and visualisations. There is an opportunity to exploit the full potential created by technological innovation and provide sophisticated personalised physical activity feedback as an adjunct to support behaviour change. PMID:25938455

Computer Vision Syndrome for Non-Native Speaking Students: What Are the Problems with Online Reading?

ERIC Educational Resources Information Center

Tseng, Min-chen

2014-01-01

This study investigated the online reading performances and the level of visual fatigue from the perspectives of non-native speaking students (NNSs). Reading on a computer screen is more visually more demanding than reading printed text. Online reading requires frequent saccadic eye movements and imposes continuous focusing and alignment demand.…

Comparing Learning Gains: Audio Versus Text-based Instructor Communication in a Blended Online Learning Environment

NASA Astrophysics Data System (ADS)

Shimizu, Dominique

Though blended course audio feedback has been associated with several measures of course satisfaction at the postsecondary and graduate levels compared to text feedback, it may take longer to prepare and positive results are largely unverified in K-12 literature. The purpose of this quantitative study was to investigate the time investment and learning impact of audio communications with 228 secondary students in a blended online learning biology unit at a central Florida public high school. A short, individualized audio message regarding the student's progress was given to each student in the audio group; similar text-based messages were given to each student in the text-based group on the same schedule; a control got no feedback. A pretest and posttest were employed to measure learning gains in the three groups. To compare the learning gains in two types of feedback with each other and to no feedback, a controlled, randomized, experimental design was implemented. In addition, the creation and posting of audio and text feedback communications were timed in order to assess whether audio feedback took longer to produce than text only feedback. While audio feedback communications did take longer to create and post, there was no difference between learning gains as measured by posttest scores when student received audio, text-based, or no feedback. Future studies using a similar randomized, controlled experimental design are recommended to verify these results and test whether the trend holds in a broader range of subjects, over different time frames, and using a variety of assessment types to measure student learning.

Using visuo-kinetic virtual reality to induce illusory spinal movement: the MoOVi Illusion

PubMed Central

Smith, Ross T.; Hunter, Estin V.; Davis, Miles G.; Sterling, Michele; Moseley, G. Lorimer

2017-01-01

Background Illusions that alter perception of the body provide novel opportunities to target brain-based contributions to problems such as persistent pain. One example of this, mirror therapy, uses vision to augment perceived movement of a painful limb to treat pain. Since mirrors can’t be used to induce augmented neck or other spinal movement, we aimed to test whether such an illusion could be achieved using virtual reality, in advance of testing its potential therapeutic benefit. We hypothesised that perceived head rotation would depend on visually suggested movement. Method In a within-subjects repeated measures experiment, 24 healthy volunteers performed neck movements to 50o of rotation, while a virtual reality system delivered corresponding visual feedback that was offset by a factor of 50%–200%—the Motor Offset Visual Illusion (MoOVi)—thus simulating more or less movement than that actually occurring. At 50o of real-world head rotation, participants pointed in the direction that they perceived they were facing. The discrepancy between actual and perceived direction was measured and compared between conditions. The impact of including multisensory (auditory and visual) feedback, the presence of a virtual body reference, and the use of 360o immersive virtual reality with and without three-dimensional properties, was also investigated. Results Perception of head movement was dependent on visual-kinaesthetic feedback (p = 0.001, partial eta squared = 0.17). That is, altered visual feedback caused a kinaesthetic drift in the direction of the visually suggested movement. The magnitude of the drift was not moderated by secondary variables such as the addition of illusory auditory feedback, the presence of a virtual body reference, or three-dimensionality of the scene. Discussion Virtual reality can be used to augment perceived movement and body position, such that one can perform a small movement, yet perceive a large one. The MoOVi technique tested here has clear potential for assessment and therapy of people with spinal pain. PMID:28243537

Using visuo-kinetic virtual reality to induce illusory spinal movement: the MoOVi Illusion.

PubMed

Harvie, Daniel S; Smith, Ross T; Hunter, Estin V; Davis, Miles G; Sterling, Michele; Moseley, G Lorimer

2017-01-01

Illusions that alter perception of the body provide novel opportunities to target brain-based contributions to problems such as persistent pain. One example of this, mirror therapy, uses vision to augment perceived movement of a painful limb to treat pain. Since mirrors can't be used to induce augmented neck or other spinal movement, we aimed to test whether such an illusion could be achieved using virtual reality, in advance of testing its potential therapeutic benefit. We hypothesised that perceived head rotation would depend on visually suggested movement. In a within-subjects repeated measures experiment, 24 healthy volunteers performed neck movements to 50 o of rotation, while a virtual reality system delivered corresponding visual feedback that was offset by a factor of 50%-200%-the Motor Offset Visual Illusion (MoOVi)-thus simulating more or less movement than that actually occurring. At 50 o of real-world head rotation, participants pointed in the direction that they perceived they were facing. The discrepancy between actual and perceived direction was measured and compared between conditions. The impact of including multisensory (auditory and visual) feedback, the presence of a virtual body reference, and the use of 360 o immersive virtual reality with and without three-dimensional properties, was also investigated. Perception of head movement was dependent on visual-kinaesthetic feedback ( p  = 0.001, partial eta squared = 0.17). That is, altered visual feedback caused a kinaesthetic drift in the direction of the visually suggested movement. The magnitude of the drift was not moderated by secondary variables such as the addition of illusory auditory feedback, the presence of a virtual body reference, or three-dimensionality of the scene. Virtual reality can be used to augment perceived movement and body position, such that one can perform a small movement, yet perceive a large one. The MoOVi technique tested here has clear potential for assessment and therapy of people with spinal pain.

Translating the Science of Measuring Ecosystems at a National Scale: NEON's Online Learning Portal

NASA Astrophysics Data System (ADS)

Wasser, L. A.

2015-12-01

"Big Data" are becoming increasingly common in many fields. The National Ecological Observatory Network (NEON) will collect data over the 30 years, using consistent, standardized methods across the United States. These freely available new data provide an opportunity for increased understanding of continental- and global scale processes such as changes in vegetation structure and condition, biodiversity and landuse. However, while "big data" are becoming more accessible and available, working with big data is challenging. New and potentially unfamiliar data types and associated processing methods, required to work with a growing diversity of available data take time and resources to learn. Analysis of these big datasets may further present a challenge given large file sizes, and uncertainty regarding best methods to properly statistically summarize and analyze results. Finally, resources that support learning these concepts and approaches, are distributed widely across multiple online spaces and may take time to find. This presentation will overview the development of NEON's collaborative University-focused online education portal. It will also cover content testing, community feedback and results from workshops using online content. Portal content is hosted in github to facilitate community input, accessibility version control. Content includes 1) videos and supporting graphics that explain key concepts related to NEON and related big spatio-temporal and 2) data tutorials that include subsets of spatio-temporal data that can be used to learn key big data skills in a self-paced approach, or that can be used as a teaching tool in the classroom or in a workshop. All resources utilize free and open data processing, visualization and analysis tools, techniques and scripts. All NEON materials are being developed in collaboration with the scientific community and are being tested via in-person workshops. Visit the portal online: www.neondataskills.org.

Neural activity in superior parietal cortex during rule-based visual-motor transformations.

PubMed

Hawkins, Kara M; Sayegh, Patricia; Yan, Xiaogang; Crawford, J Douglas; Sergio, Lauren E

2013-03-01

Cognition allows for the use of different rule-based sensorimotor strategies, but the neural underpinnings of such strategies are poorly understood. The purpose of this study was to compare neural activity in the superior parietal lobule during a standard (direct interaction) reaching task, with two nonstandard (gaze and reach spatially incongruent) reaching tasks requiring the integration of rule-based information. Specifically, these nonstandard tasks involved dissociating the planes of reach and vision or rotating visual feedback by 180°. Single unit activity, gaze, and reach trajectories were recorded from two female Macaca mulattas. In all three conditions, we observed a temporal discharge pattern at the population level reflecting early reach planning and on-line reach monitoring. In the plane-dissociated task, we found a significant overall attenuation in the discharge rate of cells from deep recording sites, relative to standard reaching. We also found that cells modulated by reach direction tended to be significantly tuned either during the standard or the plane-dissociated task but rarely during both. In the standard versus feedback reversal comparison, we observed some cells that shifted their preferred direction by 180° between conditions, reflecting maintenance of directional tuning with respect to the reach goal. Our findings suggest that the superior parietal lobule plays an important role in processing information about the nonstandard nature of a task, which, through reciprocal connections with precentral motor areas, contributes to the accurate transformation of incongruent sensory inputs into an appropriate motor output. Such processing is crucial for the integration of rule-based information into a motor act.

The effects of augmented visual feedback during balance training in Parkinson's disease: study design of a randomized clinical trial.

PubMed

van den Heuvel, Maarten R C; van Wegen, Erwin E H; de Goede, Cees J T; Burgers-Bots, Ingrid A L; Beek, Peter J; Daffertshofer, Andreas; Kwakkel, Gert

2013-10-04

Patients with Parkinson's disease often suffer from reduced mobility due to impaired postural control. Balance exercises form an integral part of rehabilitative therapy but the effectiveness of existing interventions is limited. Recent technological advances allow for providing enhanced visual feedback in the context of computer games, which provide an attractive alternative to conventional therapy. The objective of this randomized clinical trial is to investigate whether a training program capitalizing on virtual-reality-based visual feedback is more effective than an equally-dosed conventional training in improving standing balance performance in patients with Parkinson's disease. Patients with idiopathic Parkinson's disease will participate in a five-week balance training program comprising ten treatment sessions of 60 minutes each. Participants will be randomly allocated to (1) an experimental group that will receive balance training using augmented visual feedback, or (2) a control group that will receive balance training in accordance with current physical therapy guidelines for Parkinson's disease patients. Training sessions consist of task-specific exercises that are organized as a series of workstations. Assessments will take place before training, at six weeks, and at twelve weeks follow-up. The functional reach test will serve as the primary outcome measure supplemented by comprehensive assessments of functional balance, posturography, and electroencephalography. We hypothesize that balance training based on visual feedback will show greater improvements on standing balance performance than conventional balance training. In addition, we expect that learning new control strategies will be visible in the co-registered posturographic recordings but also through changes in functional connectivity.

Workload Reduction in Online Courses: Getting Some Shuteye

ERIC Educational Resources Information Center

Dunlap, Joanna C.

2005-01-01

Instructors are a key component of any successful facilitated, asynchronous online course. They are tasked with providing the infrastructure for learning; modeling effective participation, collaboration, and learning strategies; monitoring and assessing learning and providing feedback, remediation, and grades; troubleshooting and resolving…

Problem solving in great apes (Pan paniscus, Pan troglodytes, Gorilla gorilla, and Pongo abelii): the effect of visual feedback.

PubMed

Völter, Christoph J; Call, Josep

2012-09-01

What kind of information animals use when solving problems is a controversial topic. Previous research suggests that, in some situations, great apes prefer to use causally relevant cues over arbitrary ones. To further examine to what extent great apes are able to use information about causal relations, we presented three different puzzle box problems to the four nonhuman great ape species. Of primary interest here was a comparison between one group of apes that received visual access to the functional mechanisms of the puzzle boxes and one group that did not. Apes' performance in the first two, less complex puzzle boxes revealed that they are able to solve such problems by means of trial-and-error learning, requiring no information about the causal structure of the problem. However, visual inspection of the functional mechanisms of the puzzle boxes reduced the amount of time needed to solve the problems. In the case of the most complex problem, which required the use of a crank, visual feedback about what happened when the handle of the crank was turned was necessary for the apes to solve the task. Once the solution was acquired, however, visual feedback was no longer required. We conclude that visual feedback about the consequences of their actions helps great apes to solve complex problems. As the crank task matches the basic requirements of vertical string pulling in birds, the present results are discussed in light of recent findings with corvids.

The impact of problem solving strategy with online feedback on students’ conceptual understanding

NASA Astrophysics Data System (ADS)

Pratiwi, H. Y.; Winarko, W.; Ayu, H. D.

2018-04-01

The study aimed to determine the impact of the implementation of problem solving strategy with online feedback towards the students’ concept understanding. This study used quasi experimental design with post-test only control design. The participants were all Physics Education students of Kanjuruhan University year 2015. Then, they were divided into two different groups; 30 students belong to experiment class and the remaining 30 students belong to class of control. The students’ concept understanding was measured by the concept understanding test on multiple integral lesson. The result of the concept understanding test was analyzed by prerequisite test and stated to be normal and homogenic distributed, then the hypothesis was examined by T-test. The result of the study shows that there is difference in the concept understanding between experiment class and control class. Next, the result also shows that the students’ concept understanding which was taught using problem solving strategy with online feedback was higher than those using conventional learning; with average score of 72,10 for experiment class and 52,27 for control class.

Improving the User Experience of Finding and Visualizing Oceanographic Data

NASA Astrophysics Data System (ADS)

Rauch, S.; Allison, M. D.; Groman, R. C.; Chandler, C. L.; Galvarino, C.; Gegg, S. R.; Kinkade, D.; Shepherd, A.; Wiebe, P. H.; Glover, D. M.

2013-12-01

Searching for and locating data of interest can be a challenge to researchers as increasing volumes of data are made available online through various data centers, repositories, and archives. The Biological and Chemical Oceanography Data Management Office (BCO-DMO) is keenly aware of this challenge and, as a result, has implemented features and technologies aimed at improving data discovery and enhancing the user experience. BCO-DMO was created in 2006 to manage and publish data from research projects funded by the Division of Ocean Sciences (OCE) Biological and Chemical Oceanography Sections and the Division of Polar Programs (PLR) Antarctic Sciences Organisms and Ecosystems Program (ANT) of the US National Science Foundation (NSF). The BCO-DMO text-based and geospatial-based data access systems provide users with tools to search, filter, and visualize data in order to efficiently find data of interest. The geospatial interface, developed using a suite of open-source software (including MapServer [1], OpenLayers [2], ExtJS [3], and MySQL [4]), allows users to search and filter/subset metadata based on program, project, or deployment, or by using a simple word search. The map responds based on user selections, presents options that allow the user to choose specific data parameters (e.g., a species or an individual drifter), and presents further options for visualizing those data on the map or in "quick-view" plots. The data managed and made available by BCO-DMO are very heterogeneous in nature, from in-situ biogeochemical, ecological, and physical data, to controlled laboratory experiments. Due to the heterogeneity of the data types, a 'one size fits all' approach to visualization cannot be applied. Datasets are visualized in a way that will best allow users to assess fitness for purpose. An advanced geospatial interface, which contains a semantically-enabled faceted search [5], is also available. These search facets are highly interactive and responsive, allowing users to construct their own custom searches by applying multiple filters. New filtering and visualization tools are continually being added to the BCO-DMO system as new data types are encountered and as we receive feedback from our data contributors and users. As our system becomes more complex, teaching users about the many interactive features becomes increasingly important. Tutorials and videos are made available online. Recent in-person classroom-style tutorials have proven useful for both demonstrating our system to users and for obtaining feedback to further improve the user experience. References: [1] University of Minnesota. MapServer: Open source web mapping. http://www.mapserver.org [2] OpenLayers: Free Maps for the Web. http://www.openlayers.org [3] Sencha. ExtJS. http://www.sencha.com/products/extjs [4] MySQL. http://www.mysql.com/ [5] Maffei, A. R., Rozell, E. A., West, P., Zednik, S., and Fox, P. A. 2011. Open Standards and Technologies in the S2S Framework. Abstract IN31A-1435 presented at American Geophysical Union 2011 Fall Meeting, San Francisco, CA, 7 December 2011.

Updating Target Location at the End of an Orienting Saccade Affects the Characteristics of Simple Point-to-Point Movements

ERIC Educational Resources Information Center

Desmurget, Michel; Turner, Robert S.; Prablanc, Claude; Russo, Gary S.; Alexander, Garret E.; Grafton, Scott T.

2005-01-01

Six results are reported. (a) Reaching accuracy increases when visual capture of the target is allowed (e.g., target on vs. target off at saccade onset). (b) Whatever the visual condition, trajectories diverge only after peak acceleration, suggesting that accuracy is improved through feedback mechanisms. (c) Feedback corrections are smoothly…

Encouraging Electricity Savings in a University Residential Hall through a Combination of Feedback, Visual Prompts, and Incentives

ERIC Educational Resources Information Center

Bekker, Marthinus J.; Cumming, Tania D.; Osborne, Nikola K. P.; Bruining, Angela M.; McClean, Julia I.; Leland, Louis S., Jr.

2010-01-01

This experiment investigated the combined use of visual prompts, daily feedback, and rewards to reduce electricity consumption in a university residential hall. After a 17-day baseline period, the experimental intervention was introduced in the intervention hall, and no change was made in the control hall. Energy usage decreased in the…

THE EFFECT OF VISUAL FEEDBACK ON PRONUNCIATION IN FOREIGN LANGUAGE LEARNING. TERMINATION OF RESEARCH REPORT.

ERIC Educational Resources Information Center

JENSON, PAUL G.; WESTERMEIER, FRANZ X.

A RESEARCH PROJECT USING THE OSCILLOSCOPE TO DETERMINE VISUAL FEEDBACK IN THE TEACHING OF FOREIGN LANGUAGE PRONUNCIATION WAS TERMINATED BECAUSE OF TECHNICAL DIFFICULTIES THAT COULD NOT BE RESOLVED WITH THE EQUIPMENT AVAILABLE. FAILURE IS ATTRIBUTED TO SUCH FACTORS AS (1) THE SPEECH SOUND WAVES SOUND THE SAME THOUGH THEIR WAVE SHAPES DIFFER, (2)…

The Impact of Feedback on Self-Rated Driving Ability and Driving Self-Regulation among Older Adults

ERIC Educational Resources Information Center

Ackerman, Michelle L.; Crowe, Michael; Vance, David E.; Wadley, Virginia G.; Owsley, Cynthia; Ball, Karlene K.

2011-01-01

In 129 community-dwelling older adults, feedback regarding qualification for an insurance discount (based on a visual speed of processing test; Useful Field of View) was examined as a prospective predictor of change in self-reported driving ability, driving avoidance, and driving exposure over 3 months, along with physical, visual, health, and…

Ultrasound visual feedback treatment and practice variability for residual speech sound errors

PubMed Central

Preston, Jonathan L.; McCabe, Patricia; Rivera-Campos, Ahmed; Whittle, Jessica L.; Landry, Erik; Maas, Edwin

2014-01-01

Purpose The goals were to (1) test the efficacy of a motor-learning based treatment that includes ultrasound visual feedback for individuals with residual speech sound errors, and (2) explore whether the addition of prosodic cueing facilitates speech sound learning. Method A multiple baseline single subject design was used, replicated across 8 participants. For each participant, one sound context was treated with ultrasound plus prosodic cueing for 7 sessions, and another sound context was treated with ultrasound but without prosodic cueing for 7 sessions. Sessions included ultrasound visual feedback as well as non-ultrasound treatment. Word-level probes assessing untreated words were used to evaluate retention and generalization. Results For most participants, increases in accuracy of target sound contexts at the word level were observed with the treatment program regardless of whether prosodic cueing was included. Generalization between onset singletons and clusters was observed, as well as generalization to sentence-level accuracy. There was evidence of retention during post-treatment probes, including at a two-month follow-up. Conclusions A motor-based treatment program that includes ultrasound visual feedback can facilitate learning of speech sounds in individuals with residual speech sound errors. PMID:25087938

Prism adaptation in virtual and natural contexts: Evidence for a flexible adaptive process.

PubMed

Veilleux, Louis-Nicolas; Proteau, Luc

2015-01-01

Prism exposure when aiming at a visual target in a virtual condition (e.g., when the hand is represented by a video representation) produces no or only small adaptations (after-effects), whereas prism exposure in a natural condition produces large after-effects. Some researchers suggested that this difference may arise from distinct adaptive processes, but other studies suggested a unique process. The present study reconciled these conflicting interpretations. Forty participants were divided into two groups: One group used visual feedback of their hand (natural context), and the other group used computer-generated representational feedback (virtual context). Visual feedback during adaptation was concurrent or terminal. All participants underwent laterally displacing prism perturbation. The results showed that the after-effects were twice as large in the "natural context" than in the "virtual context". No significant differences were observed between the concurrent and terminal feedback conditions. The after-effects generalized to untested targets and workspace. These results suggest that prism adaptation in virtual and natural contexts involves the same process. The smaller after-effects in the virtual context suggest that the depth of adaptation is a function of the degree of convergence between the proprioceptive and visual information that arises from the hand.

Semi-Immersive Virtual Turbine Engine Simulation System

NASA Astrophysics Data System (ADS)

Abidi, Mustufa H.; Al-Ahmari, Abdulrahman M.; Ahmad, Ali; Darmoul, Saber; Ameen, Wadea

2018-05-01

The design and verification of assembly operations is essential for planning product production operations. Recently, virtual prototyping has witnessed tremendous progress, and has reached a stage where current environments enable rich and multi-modal interaction between designers and models through stereoscopic visuals, surround sound, and haptic feedback. The benefits of building and using Virtual Reality (VR) models in assembly process verification are discussed in this paper. In this paper, we present the virtual assembly (VA) of an aircraft turbine engine. The assembly parts and sequences are explained using a virtual reality design system. The system enables stereoscopic visuals, surround sounds, and ample and intuitive interaction with developed models. A special software architecture is suggested to describe the assembly parts and assembly sequence in VR. A collision detection mechanism is employed that provides visual feedback to check the interference between components. The system is tested for virtual prototype and assembly sequencing of a turbine engine. We show that the developed system is comprehensive in terms of VR feedback mechanisms, which include visual, auditory, tactile, as well as force feedback. The system is shown to be effective and efficient for validating the design of assembly, part design, and operations planning.

Cortical excitability correlates with the event-related desynchronization during brain-computer interface control

NASA Astrophysics Data System (ADS)

Daly, Ian; Blanchard, Caroline; Holmes, Nicholas P.

2018-04-01

Objective. Brain-computer interfaces (BCIs) based on motor control have been suggested as tools for stroke rehabilitation. Some initial successes have been achieved with this approach, however the mechanism by which they work is not yet fully understood. One possible part of this mechanism is a, previously suggested, relationship between the strength of the event-related desynchronization (ERD), a neural correlate of motor imagination and execution, and corticospinal excitability. Additionally, a key component of BCIs used in neurorehabilitation is the provision of visual feedback to positively reinforce attempts at motor control. However, the ability of visual feedback of the ERD to modulate the activity in the motor system has not been fully explored. Approach. We investigate these relationships via transcranial magnetic stimulation delivered at different moments in the ongoing ERD related to hand contraction and relaxation during BCI control of a visual feedback bar. Main results. We identify a significant relationship between ERD strength and corticospinal excitability, and find that our visual feedback does not affect corticospinal excitability. Significance. Our results imply that efforts to promote functional recovery in stroke by targeting increases in corticospinal excitability may be aided by accounting for the time course of the ERD.

Use of Visual and Proprioceptive Feedback to Improve Gait Speed and Spatiotemporal Symmetry Following Chronic Stroke: A Case Series

PubMed Central

Feasel, Jeff; Wentz, Erin; Brooks, Frederick P.; Whitton, Mary C.

2012-01-01

Background and Purpose Persistent deficits in gait speed and spatiotemporal symmetry are prevalent following stroke and can limit the achievement of community mobility goals. Rehabilitation can improve gait speed, but has shown limited ability to improve spatiotemporal symmetry. The incorporation of combined visual and proprioceptive feedback regarding spatiotemporal symmetry has the potential to be effective at improving gait. Case Description A 60-year-old man (18 months poststroke) and a 53-year-old woman (21 months poststroke) each participated in gait training to improve gait speed and spatiotemporal symmetry. Each patient performed 18 sessions (6 weeks) of combined treadmill-based gait training followed by overground practice. To assist with relearning spatiotemporal symmetry, treadmill-based training for both patients was augmented with continuous, real-time visual and proprioceptive feedback from an immersive virtual environment and a dual belt treadmill, respectively. Outcomes Both patients improved gait speed (patient 1: 0.35 m/s improvement; patient 2: 0.26 m/s improvement) and spatiotemporal symmetry. Patient 1, who trained with step-length symmetry feedback, improved his step-length symmetry ratio, but not his stance-time symmetry ratio. Patient 2, who trained with stance-time symmetry feedback, improved her stance-time symmetry ratio. She had no step-length asymmetry before training. Discussion Both patients made improvements in gait speed and spatiotemporal symmetry that exceeded those reported in the literature. Further work is needed to ascertain the role of combined visual and proprioceptive feedback for improving gait speed and spatiotemporal symmetry after chronic stroke. PMID:22228605

Direction of Magnetoencephalography Sources Associated with Feedback and Feedforward Contributions in a Visual Object Recognition Task

PubMed Central

Ahlfors, Seppo P.; Jones, Stephanie R.; Ahveninen, Jyrki; Hämäläinen, Matti S.; Belliveau, John W.; Bar, Moshe

2014-01-01

Identifying inter-area communication in terms of the hierarchical organization of functional brain areas is of considerable interest in human neuroimaging. Previous studies have suggested that the direction of magneto- and electroencephalography (MEG, EEG) source currents depends on the layer-specific input patterns into a cortical area. We examined the direction in MEG source currents in a visual object recognition experiment in which there were specific expectations of activation in the fusiform region being driven by either feedforward or feedback inputs. The source for the early non-specific visual evoked response, presumably corresponding to feedforward driven activity, pointed outward, i.e., away from the white matter. In contrast, the source for the later, object-recognition related signals, expected to be driven by feedback inputs, pointed inward, toward the white matter. Associating specific features of the MEG/EEG source waveforms to feedforward and feedback inputs could provide unique information about the activation patterns within hierarchically organized cortical areas. PMID:25445356

Independent voluntary correction and savings in locomotor learning.

PubMed

Leech, Kristan A; Roemmich, Ryan T

2018-06-14

People can acquire new walking patterns in many different ways. For example, we can change our gait voluntarily in response to instruction or adapt by sensing our movement errors. Here we investigated how acquisition of a new walking pattern through simultaneous voluntary correction and adaptive learning affected the resulting motor memory of the learned pattern. We studied adaptation to split-belt treadmill walking with and without visual feedback of stepping patterns. As expected, visual feedback enabled faster acquisition of the new walking pattern. However, upon later re-exposure to the same split-belt perturbation, participants exhibited similar motor memories whether they had learned with or without visual feedback. Participants who received feedback did not re-engage the mechanism used to accelerate initial acquisition of the new walking pattern to similarly accelerate subsequent relearning. These findings reveal that voluntary correction neither benefits nor interferes with the ability to save a new walking pattern over time. © 2018. Published by The Company of Biologists Ltd.

Learning receptive fields using predictive feedback.

PubMed

Jehee, Janneke F M; Rothkopf, Constantin; Beck, Jeffrey M; Ballard, Dana H

2006-01-01

Previously, it was suggested that feedback connections from higher- to lower-level areas carry predictions of lower-level neural activities, whereas feedforward connections carry the residual error between the predictions and the actual lower-level activities [Rao, R.P.N., Ballard, D.H., 1999. Nature Neuroscience 2, 79-87.]. A computational model implementing the hypothesis learned simple cell receptive fields when exposed to natural images. Here, we use predictive feedback to explain tuning properties in medial superior temporal area (MST). We implement the hypothesis using a new, biologically plausible, algorithm based on matching pursuit, which retains all the features of the previous implementation, including its ability to efficiently encode input. When presented with natural images, the model developed receptive field properties as found in primary visual cortex. In addition, when exposed to visual motion input resulting from movements through space, the model learned receptive field properties resembling those in MST. These results corroborate the idea that predictive feedback is a general principle used by the visual system to efficiently encode natural input.

Distinct Feedforward and Feedback Effects of Microstimulation in Visual Cortex Reveal Neural Mechanisms of Texture Segregation.

PubMed

Klink, P Christiaan; Dagnino, Bruno; Gariel-Mathis, Marie-Alice; Roelfsema, Pieter R

2017-07-05

The visual cortex is hierarchically organized, with low-level areas coding for simple features and higher areas for complex ones. Feedforward and feedback connections propagate information between areas in opposite directions, but their functional roles are only partially understood. We used electrical microstimulation to perturb the propagation of neuronal activity between areas V1 and V4 in monkeys performing a texture-segregation task. In both areas, microstimulation locally caused a brief phase of excitation, followed by inhibition. Both these effects propagated faithfully in the feedforward direction from V1 to V4. Stimulation of V4, however, caused little V1 excitation, but it did yield a delayed suppression during the late phase of visually driven activity. This suppression was pronounced for the V1 figure representation and weaker for background representations. Our results reveal functional differences between feedforward and feedback processing in texture segregation and suggest a specific modulating role for feedback connections in perceptual organization. Copyright © 2017 Elsevier Inc. All rights reserved.

A Prototype SSVEP Based Real Time BCI Gaming System

PubMed Central

Martišius, Ignas

2016-01-01

Although brain-computer interface technology is mainly designed with disabled people in mind, it can also be beneficial to healthy subjects, for example, in gaming or virtual reality systems. In this paper we discuss the typical architecture, paradigms, requirements, and limitations of electroencephalogram-based gaming systems. We have developed a prototype three-class brain-computer interface system, based on the steady state visually evoked potentials paradigm and the Emotiv EPOC headset. An online target shooting game, implemented in the OpenViBE environment, has been used for user feedback. The system utilizes wave atom transform for feature extraction, achieving an average accuracy of 78.2% using linear discriminant analysis classifier, 79.3% using support vector machine classifier with a linear kernel, and 80.5% using a support vector machine classifier with a radial basis function kernel. PMID:27051414

Emotion Telepresence: Emotion Augmentation through Affective Haptics and Visual Stimuli

NASA Astrophysics Data System (ADS)

Tsetserukou, D.; Neviarouskaya, A.

2012-03-01

The paper focuses on a novel concept of emotional telepresence. The iFeel_IM! system which is in the vanguard of this technology integrates 3D virtual world Second Life, intelligent component for automatic emotion recognition from text messages, and innovative affective haptic interfaces providing additional nonverbal communication channels through simulation of emotional feedback and social touch (physical co-presence). Users can not only exchange messages but also emotionally and physically feel the presence of the communication partner (e.g., family member, friend, or beloved person). The next prototype of the system will include the tablet computer. The user can realize haptic interaction with avatar, and thus influence its mood and emotion of the partner. The finger gesture language will be designed for communication with avatar. This will bring new level of immersion of on-line communication.

A Prototype SSVEP Based Real Time BCI Gaming System.

PubMed

Martišius, Ignas; Damaševičius, Robertas

2016-01-01

Although brain-computer interface technology is mainly designed with disabled people in mind, it can also be beneficial to healthy subjects, for example, in gaming or virtual reality systems. In this paper we discuss the typical architecture, paradigms, requirements, and limitations of electroencephalogram-based gaming systems. We have developed a prototype three-class brain-computer interface system, based on the steady state visually evoked potentials paradigm and the Emotiv EPOC headset. An online target shooting game, implemented in the OpenViBE environment, has been used for user feedback. The system utilizes wave atom transform for feature extraction, achieving an average accuracy of 78.2% using linear discriminant analysis classifier, 79.3% using support vector machine classifier with a linear kernel, and 80.5% using a support vector machine classifier with a radial basis function kernel.

Effects of Continuous Kinaesthetic Feedback Based on Tendon Vibration on Motor Imagery BCI Performance.

PubMed

Barsotti, Michele; Leonardis, Daniele; Vanello, Nicola; Bergamasco, Massimo; Frisoli, Antonio

2018-01-01

Feedback plays a crucial role for using brain computer interface systems. This paper proposes the use of vibration-evoked kinaesthetic illusions as part of a novel multisensory feedback for a motor imagery (MI)-based BCI and investigates its contributions in terms of BCI performance and electroencephalographic (EEG) correlates. sixteen subjects performed two different right arm MI-BCI sessions: with the visual feedback only and with both visual and vibration-evoked kinaesthetic feedback, conveyed by the stimulation of the biceps brachi tendon. In both conditions, the sensory feedback was driven by the MI-BCI. The rich and more natural multisensory feedback was expected to facilitate the execution of MI, and thus to improve the performance of the BCI. The EEG correlates of the proposed feedback were also investigated with and without the performing of MI. the contribution of vibration-evoked kinaesthetic feedback led to statistically higher BCI performance (Anova, F (1,14) = 18.1, p < .01) and more stable EEG event-related-desynchronization. Obtained results suggest promising application of the proposed method in neuro-rehabilitation scenarios: the advantage of an improved usability could make the MI-BCIs more applicable for those patients having difficulties in performing kinaesthetic imagery.

Visual-perceptual-kinesthetic inputs on influencing writing performances in children with handwriting difficulties.

PubMed

Tse, Linda F L; Thanapalan, Kannan C; Chan, Chetwyn C H

2014-02-01

This study investigated the role of visual-perceptual input in writing Chinese characters among senior school-aged children who had handwriting difficulties (CHD). The participants were 27 CHD (9-11 years old) and 61 normally developed control. There were three writing conditions: copying, and dictations with or without visual feedback. The motor-free subtests of the Developmental Test of Visual Perception (DTVP-2) were conducted. The CHD group showed significantly slower mean speeds of character production and less legibility of produced characters than the control group in all writing conditions (ps<0.001). There were significant deteriorations in legibility from copying to dictation without visual feedback. Nevertheless, the Group by Condition interaction effect was not statistically significant. Only position in space of DTVP-2 was significantly correlated with the legibility among CHD (r=-0.62, p=0.001). Poor legibility seems to be related to the less-intact spatial representation of the characters in working memory, which can be rectified by viewing the characters during writing. Visual feedback regarding one's own actions in writing can also improve legibility of characters among these children. Copyright © 2013 Elsevier Ltd. All rights reserved.

Teaching an Old Game New Tricks: Long-Term Feedback on a Re-Designed Online Role Play

ERIC Educational Resources Information Center

Hardy, Mat; Totman, Sally

2017-01-01

Despite an extensive history of use in teaching Political Science subjects, long-term scholarly studies of online role plays are uncommon. This paper redresses that balance by presenting five years of data on the Middle East Politics Simulation. This online role play has been run since the 1990s and underwent significant technical upgrade in…

Expanding and Personalising Feedback in Online Assessment: A Case Study in a School of Pharmacy

ERIC Educational Resources Information Center

Ellis, Steven; Barber, Jill

2016-01-01

In the Manchester Pharmacy School, we first adopted summative on-line examinations in 2005. Since then, we have increased the range of question types to include short answers, short essays and questions incorporating chemical structures and we achieve time savings of up to 90% in the marking process. Online assessments allow two novel forms of…

Conformity under uncertainty: reliance on gender stereotypes in online hiring decisions.

PubMed

Uhlmann, Eric Luis; Silberzahn, Raphael

2014-02-01

We apply Bentley et al.'s theoretical framework to better understand gender discrimination in online labor markets. Although such settings are designed to encourage employer behavior in the northwest corner of Homo economicus, actual online hiring decisions tend to drift southeast into a "confirmation bias plus weak feedback loops" pattern of discrimination based on inaccurate social stereotypes.

The MAGIC of Web Tutorials: How One Library (Re)Focused Its Delivery of Online Learning Objects on Users

ERIC Educational Resources Information Center

Hess, Amanda Nichols

2013-01-01

Oakland University (OU) Libraries undertook an assessment of how to leverage its resources to make online tutorials more focused on users' needs. A multi-part assessment process reconsidered Web tutorials offerings through the lenses of faculty and staff feedback, literature review, and an analysis of other universities' online tutorial offerings.…

Perceptual learning increases the strength of the earliest signals in visual cortex.

PubMed

Bao, Min; Yang, Lin; Rios, Cristina; He, Bin; Engel, Stephen A

2010-11-10

Training improves performance on most visual tasks. Such perceptual learning can modify how information is read out from, and represented in, later visual areas, but effects on early visual cortex are controversial. In particular, it remains unknown whether learning can reshape neural response properties in early visual areas independent from feedback arising in later cortical areas. Here, we tested whether learning can modify feedforward signals in early visual cortex as measured by the human electroencephalogram. Fourteen subjects were trained for >24 d to detect a diagonal grating pattern in one quadrant of the visual field. Training improved performance, reducing the contrast needed for reliable detection, and also reliably increased the amplitude of the earliest component of the visual evoked potential, the C1. Control orientations and locations showed smaller effects of training. Because the C1 arises rapidly and has a source in early visual cortex, our results suggest that learning can increase early visual area response through local receptive field changes without feedback from later areas.

What does patient feedback reveal about the NHS? A mixed methods study of comments posted to the NHS Choices online service

PubMed Central

Brookes, Gavin; Baker, Paul

2017-01-01

Objective To examine the key themes of positive and negative feedback in patients’ online feedback on NHS (National Health Service) services in England and to understand the specific issues within these themes and how they drive positive and negative evaluation. Design Computer-assisted quantitative and qualitative studies of 228 113 comments (28 971 142 words) of online feedback posted to the NHS Choices website. Comments containing the most frequent positive and negative evaluative words are qualitatively examined to determine the key drivers of positive and negative feedback. Participants Contributors posting comments about the NHS between March 2013 and September 2015. Results Overall, NHS services were evaluated positively approximately three times more often than negatively. The four key areas of focus were: treatment, communication, interpersonal skills and system/organisation. Treatment exhibited the highest proportion of positive evaluative comments (87%), followed by communication (77%), interpersonal skills (44%) and, finally, system/organisation (41%). Qualitative analysis revealed that reference to staff interpersonal skills featured prominently, even in comments relating to treatment and system/organisational issues. Positive feedback was elicited in cases of staff being caring, compassionate and knowing patients’’ names, while rudeness, apathy and not listening were frequent drivers of negative feedback. Conclusions Although technical competence constitutes an undoubtedly fundamental aspect of healthcare provision, staff members were much more likely to be evaluated both positively and negatively according to their interpersonal skills. Therefore, the findings reported in this study highlight the salience of such ‘soft’ skills to patients and emphasise the need for these to be focused upon and developed in staff training programmes, as well as ensuring that decisions around NHS funding do not result in demotivated and rushed staff. The findings also reveal a significant overlap between the four key themes in the ways that care is evaluated by patients. PMID:28450463

Altered visual strategies and attention are related to increased force fluctuations during a pinch grip task in older adults.

PubMed

Keenan, Kevin G; Huddleston, Wendy E; Ernest, Bradley E

2017-11-01

The purpose of the study was to determine the visual strategies used by older adults during a pinch grip task and to assess the relations between visual strategy, deficits in attention, and increased force fluctuations in older adults. Eye movements of 23 older adults (>65 yr) were monitored during a low-force pinch grip task while subjects viewed three common visual feedback displays. Performance on the Grooved Pegboard test and an attention task (which required no concurrent hand movements) was also measured. Visual strategies varied across subjects and depended on the type of visual feedback provided to the subjects. First, while viewing a high-gain compensatory feedback display (horizontal bar moving up and down with force), 9 of 23 older subjects adopted a strategy of performing saccades during the task, which resulted in 2.5 times greater force fluctuations in those that exhibited saccades compared with those who maintained fixation near the target line. Second, during pursuit feedback displays (force trace moving left to right across screen and up and down with force), all subjects exhibited multiple saccades, and increased force fluctuations were associated ( r s = 0.6; P = 0.002) with fewer saccades during the pursuit task. Also, decreased low-frequency (<4 Hz) force fluctuations and Grooved Pegboard times were significantly related ( P = 0.033 and P = 0.005, respectively) with higher (i.e., better) attention z scores. Comparison of these results with our previously published results in young subjects indicates that saccadic eye movements and attention are related to force control in older adults. NEW & NOTEWORTHY The significant contributions of the study are the addition of eye movement data and an attention task to explain differences in hand motor control across different visual displays in older adults. Older participants used different visual strategies across varying feedback displays, and saccadic eye movements were related with motor performance. In addition, those older individuals with deficits in attention had impaired motor performance on two different hand motor control tasks, including the Grooved Pegboard test. Copyright © 2017 the American Physiological Society.

Making Online Homework Work

ERIC Educational Resources Information Center

Lunsford, M. Leigh; Pendergrass, Marcus

2016-01-01

Online homework systems, which deliver homework assignments to students and provide real-time feedback on their responses, have the potential to increase student learning in college mathematics classes. However, current research on their effectiveness is inconclusive, with some studies showing gains in student achievement, whereas others report…

Communication Behaviors and Trust in Collaborative Online Teams

ERIC Educational Resources Information Center

Bulu, Saniye Tugba; Yildirim, Zahide

2008-01-01

This study investigates preservice teachers' trust levels and collaborative communication behaviors namely leadership, feedback, social interaction, enthusiasm, task and technical uncertainties, and task-oriented interactions in online learning environment. A case study design involving qualitative and quantitative data collection and analysis was…

Manipulating the fidelity of lower extremity visual feedback to identify obstacle negotiation strategies in immersive virtual reality.

PubMed

Kim, Aram; Zhou, Zixuan; Kretch, Kari S; Finley, James M

2017-07-01

The ability to successfully navigate obstacles in our environment requires integration of visual information about the environment with estimates of our body's state. Previous studies have used partial occlusion of the visual field to explore how information about the body and impending obstacles are integrated to mediate a successful clearance strategy. However, because these manipulations often remove information about both the body and obstacle, it remains to be seen how information about the lower extremities alone is utilized during obstacle crossing. Here, we used an immersive virtual reality (VR) interface to explore how visual feedback of the lower extremities influences obstacle crossing performance. Participants wore a head-mounted display while walking on treadmill and were instructed to step over obstacles in a virtual corridor in four different feedback trials. The trials involved: (1) No visual feedback of the lower extremities, (2) an endpoint-only model, (3) a link-segment model, and (4) a volumetric multi-segment model. We found that the volumetric model improved success rate, placed their trailing foot before crossing and leading foot after crossing more consistently, and placed their leading foot closer to the obstacle after crossing compared to no model. This knowledge is critical for the design of obstacle negotiation tasks in immersive virtual environments as it may provide information about the fidelity necessary to reproduce ecologically valid practice environments.

Promoting Increased Pitch Variation in Oral Presentations with Transient Visual Feedback

ERIC Educational Resources Information Center

Hincks, Rebecca; Edlund, Jens

2009-01-01

This paper investigates learner response to a novel kind of intonation feedback generated from speech analysis. Instead of displays of pitch curves, our feedback is flashing lights that show how much pitch variation the speaker has produced. The variable used to generate the feedback is the standard deviation of fundamental frequency as measured…

Vibrotactile grasping force and hand aperture feedback for myoelectric forearm prosthesis users.

PubMed

Witteveen, Heidi J B; Rietman, Hans S; Veltink, Peter H

2015-06-01

User feedback about grasping force and hand aperture is very important in object handling with myoelectric forearm prostheses but is lacking in current prostheses. Vibrotactile feedback increases the performance of healthy subjects in virtual grasping tasks, but no extensive validation on potential users has been performed. Investigate the performance of upper-limb loss subjects in grasping tasks with vibrotactile stimulation, providing hand aperture, and grasping force feedback. Cross-over trial. A total of 10 subjects with upper-limb loss performed virtual grasping tasks while perceiving vibrotactile feedback. Hand aperture feedback was provided through an array of coin motors and grasping force feedback through a single miniature stimulator or an array of coin motors. Objects with varying sizes and weights had to be grasped by a virtual hand. Percentages correctly applied hand apertures and correct grasping force levels were all higher for the vibrotactile feedback condition compared to the no-feedback condition. With visual feedback, the results were always better compared to the vibrotactile feedback condition. Task durations were comparable for all feedback conditions. Vibrotactile grasping force and hand aperture feedback improves grasping performance of subjects with upper-limb loss. However, it should be investigated whether this is of additional value in daily-life tasks. This study is a first step toward the implementation of sensory vibrotactile feedback for users of myoelectric forearm prostheses. Grasping force feedback is crucial for optimal object handling, and hand aperture feedback is essential for reduction of required visual attention. Grasping performance with feedback is evaluated for the potential users. © The International Society for Prosthetics and Orthotics 2014.

A brain-controlled lower-limb exoskeleton for human gait training.

PubMed

Liu, Dong; Chen, Weihai; Pei, Zhongcai; Wang, Jianhua

2017-10-01

Brain-computer interfaces have been a novel approach to translate human intentions into movement commands in robotic systems. This paper describes an electroencephalogram-based brain-controlled lower-limb exoskeleton for gait training, as a proof of concept towards rehabilitation with human-in-the-loop. Instead of using conventional single electroencephalography correlates, e.g., evoked P300 or spontaneous motor imagery, we propose a novel framework integrated two asynchronous signal modalities, i.e., sensorimotor rhythms (SMRs) and movement-related cortical potentials (MRCPs). We executed experiments in a biologically inspired and customized lower-limb exoskeleton where subjects (N = 6) actively controlled the robot using their brain signals. Each subject performed three consecutive sessions composed of offline training, online visual feedback testing, and online robot-control recordings. Post hoc evaluations were conducted including mental workload assessment, feature analysis, and statistics test. An average robot-control accuracy of 80.16% ± 5.44% was obtained with the SMR-based method, while estimation using the MRCP-based method yielded an average performance of 68.62% ± 8.55%. The experimental results showed the feasibility of the proposed framework with all subjects successfully controlled the exoskeleton. The current paradigm could be further extended to paraplegic patients in clinical trials.

A brain-controlled lower-limb exoskeleton for human gait training

NASA Astrophysics Data System (ADS)

Liu, Dong; Chen, Weihai; Pei, Zhongcai; Wang, Jianhua

2017-10-01

Brain-computer interfaces have been a novel approach to translate human intentions into movement commands in robotic systems. This paper describes an electroencephalogram-based brain-controlled lower-limb exoskeleton for gait training, as a proof of concept towards rehabilitation with human-in-the-loop. Instead of using conventional single electroencephalography correlates, e.g., evoked P300 or spontaneous motor imagery, we propose a novel framework integrated two asynchronous signal modalities, i.e., sensorimotor rhythms (SMRs) and movement-related cortical potentials (MRCPs). We executed experiments in a biologically inspired and customized lower-limb exoskeleton where subjects (N = 6) actively controlled the robot using their brain signals. Each subject performed three consecutive sessions composed of offline training, online visual feedback testing, and online robot-control recordings. Post hoc evaluations were conducted including mental workload assessment, feature analysis, and statistics test. An average robot-control accuracy of 80.16% ± 5.44% was obtained with the SMR-based method, while estimation using the MRCP-based method yielded an average performance of 68.62% ± 8.55%. The experimental results showed the feasibility of the proposed framework with all subjects successfully controlled the exoskeleton. The current paradigm could be further extended to paraplegic patients in clinical trials.

Man-systems evaluation of moving base vehicle simulation motion cues. [human acceleration perception involving visual feedback

NASA Technical Reports Server (NTRS)

Kirkpatrick, M.; Brye, R. G.

1974-01-01

A motion cue investigation program is reported that deals with human factor aspects of high fidelity vehicle simulation. General data on non-visual motion thresholds and specific threshold values are established for use as washout parameters in vehicle simulation. A general purpose similator is used to test the contradictory cue hypothesis that acceleration sensitivity is reduced during a vehicle control task involving visual feedback. The simulator provides varying acceleration levels. The method of forced choice is based on the theory of signal detect ability.

78 FR 36190 - Agency Information Collection Activities; Submission for OMB Review; IT Dashboard Feedback Mechanism

Federal Register 2010, 2011, 2012, 2013, 2014

2013-06-17

.... FOR FURTHER INFORMATION CONTACT: Lalit Bajaj, Program Manager, Office of Innovative Technology... to view details of Federal information technology investments online and to track their progress over... Information Collection Activities; Submission for OMB Review; IT Dashboard Feedback Mechanism AGENCY: Office...

Adaptation effects in static postural control by providing simultaneous visual feedback of center of pressure and center of gravity.

PubMed

Takeda, Kenta; Mani, Hiroki; Hasegawa, Naoya; Sato, Yuki; Tanaka, Shintaro; Maejima, Hiroshi; Asaka, Tadayoshi

2017-07-19

The benefit of visual feedback of the center of pressure (COP) on quiet standing is still debatable. This study aimed to investigate the adaptation effects of visual feedback training using both the COP and center of gravity (COG) during quiet standing. Thirty-four healthy young adults were divided into three groups randomly (COP + COG, COP, and control groups). A force plate was used to calculate the coordinates of the COP in the anteroposterior (COP AP ) and mediolateral (COP ML ) directions. A motion analysis system was used to calculate the coordinates of the center of mass (COM) in both directions (COM AP and COM ML ). The coordinates of the COG in the AP direction (COG AP ) were obtained from the force plate signals. Augmented visual feedback was presented on a screen in the form of fluctuation circles in the vertical direction that moved upward as the COP AP and/or COG AP moved forward and vice versa. The COP + COG group received the real-time COP AP and COG AP feedback simultaneously, whereas the COP group received the real-time COP AP feedback only. The control group received no visual feedback. In the training session, the COP + COG group was required to maintain an even distance between the COP AP and COG AP and reduce the COG AP fluctuation, whereas the COP group was required to reduce the COP AP fluctuation while standing on a foam pad. In test sessions, participants were instructed to keep their standing posture as quiet as possible on the foam pad before (pre-session) and after (post-session) the training sessions. In the post-session, the velocity and root mean square of COM AP in the COP + COG group were lower than those in the control group. In addition, the absolute value of the sum of the COP - COM distances in the COP + COG group was lower than that in the COP group. Furthermore, positive correlations were found between the COM AP velocity and COP - COM parameters. The results suggest that the novel visual feedback training that incorporates the COP AP -COG AP interaction reduces postural sway better than the training using the COP AP alone during quiet standing. That is, even COP AP fluctuation around the COG AP would be effective in reducing the COM AP velocity.

A systematic review: the influence of real time feedback on wheelchair propulsion biomechanics.

PubMed

Symonds, Andrew; Barbareschi, Giulia; Taylor, Stephen; Holloway, Catherine

2018-01-01

Clinical guidelines recommend that, in order to minimize upper limb injury risk, wheelchair users adopt a semi-circular pattern with a slow cadence and a large push arc. To examine whether real time feedback can be used to influence manual wheelchair propulsion biomechanics. Clinical trials and case series comparing the use of real time feedback against no feedback were included. A general review was performed and methodological quality assessed by two independent practitioners using the Downs and Black checklist. The review was completed in accordance with the Preferred Reporting Items for Systematic Reviews and Meta Analyses (PRISMA) guidelines. Six papers met the inclusion criteria. Selected studies involved 123 participants and analysed the effect of visual and, in one case, haptic feedback. Across the studies it was shown that participants were able to achieve significant changes in propulsion biomechanics, when provided with real time feedback. However, the effect of targeting a single propulsion variable might lead to unwanted alterations in other parameters. Methodological assessment identified weaknesses in external validity. Visual feedback could be used to consistently increase push arc and decrease push rate, and may be the best focus for feedback training. Further investigation is required to assess such intervention during outdoor propulsion. Implications for Rehabilitation Upper limb pain and injuries are common secondary disorders that negatively affect wheelchair users' physical activity and quality of life. Clinical guidelines suggest that manual wheelchair users should aim to propel with a semi-circular pattern with low a push rate and large push arc in the range in order to minimise upper limbs' loading. Real time visual and haptic feedback are effective tools for improving propulsion biomechanics in both complete novices and experienced manual wheelchair users.

Randomised crossover trial of rate feedback and force during chest compressions for paediatric cardiopulmonary resuscitation.

PubMed

Gregson, Rachael Kathleen; Cole, Tim James; Skellett, Sophie; Bagkeris, Emmanouil; Welsby, Denise; Peters, Mark John

2017-05-01

To determine the effect of visual feedback on rate of chest compressions, secondarily relating the forces used. Randomised crossover trial. Tertiary teaching hospital. Fifty trained hospital staff. A thin sensor-mat placed over the manikin's chest measured rate and force. Rescuers applied compressions to the same paediatric manikin for two sessions. During one session they received visual feedback comparing their real-time rate with published guidelines. Primary: compression rate. Secondary: compression and residual forces. Rate of chest compressions (compressions per minute (compressions per minute; cpm)) varied widely (mean (SD) 111 (13), range 89-168), with a fourfold difference in variation during session 1 between those receiving and not receiving feedback (108 (5) vs 120 (20)). The interaction of session by feedback order was highly significant, indicating that this difference in mean rate between sessions was 14 cpm less (95% CI -22 to -5, p=0.002) in those given feedback first compared with those given it second. Compression force (N) varied widely (mean (SD) 306 (94); range 142-769). Those receiving feedback second (as opposed to first) used significantly lower force (adjusted mean difference -80 (95% CI -128 to -32), p=0.002). Mean residual force (18 N, SD 12, range 0-49) was unaffected by the intervention. While visual feedback restricted excessive compression rates to within the prescribed range, applied force remained widely variable. The forces required may differ with growth, but such variation treating one manikin is alarming. Feedback technologies additionally measuring force (effort) could help to standardise and define effective treatments throughout childhood. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

Bringing voice in policy building.

PubMed

Lotrecchiano, Gaetano R; Kane, Mary; Zocchi, Mark S; Gosa, Jessica; Lazar, Danielle; Pines, Jesse M

2017-07-03

Purpose The purpose of this paper is to describe the use of group concept mapping (GCM) as a tool for developing a conceptual model of an episode of acute, unscheduled care from illness or injury to outcomes such as recovery, death and chronic illness. Design/methodology/approach After generating a literature review drafting an initial conceptual model, GCM software (CS Global MAX TM ) is used to organize and identify strengths and directionality between concepts generated through feedback about the model from several stakeholder groups: acute care and non-acute care providers, patients, payers and policymakers. Through online and in-person population-specific focus groups, the GCM approach seeks feedback, assigned relationships and articulated priorities from participants to produce an output map that described overarching concepts and relationships within and across subsamples. Findings A clustered concept map made up of relational data points that produced a taxonomy of feedback was used to update the model for use in soliciting additional feedback from two technical expert panels (TEPs), and finally, a public comment exercise was performed. The results were a stakeholder-informed improved model for an acute care episode, identified factors that influence process and outcomes, and policy recommendations, which were delivered to the Department of Health and Human Services's (DHHS) Assistant Secretary for Preparedness and Response. Practical implications This study provides an example of the value of cross-population multi-stakeholder input to increase voice in shared problem health stakeholder groups. Originality/value This paper provides GCM results and a visual analysis of the relational characteristics both within and across sub-populations involved in the study. It also provides an assessment of observational key factors supporting how different stakeholder voices can be integrated to inform model development and policy recommendations.

Target Uncertainty Mediates Sensorimotor Error Correction

PubMed Central

Vijayakumar, Sethu; Wolpert, Daniel M.

2017-01-01

Human movements are prone to errors that arise from inaccuracies in both our perceptual processing and execution of motor commands. We can reduce such errors by both improving our estimates of the state of the world and through online error correction of the ongoing action. Two prominent frameworks that explain how humans solve these problems are Bayesian estimation and stochastic optimal feedback control. Here we examine the interaction between estimation and control by asking if uncertainty in estimates affects how subjects correct for errors that may arise during the movement. Unbeknownst to participants, we randomly shifted the visual feedback of their finger position as they reached to indicate the center of mass of an object. Even though participants were given ample time to compensate for this perturbation, they only fully corrected for the induced error on trials with low uncertainty about center of mass, with correction only partial in trials involving more uncertainty. The analysis of subjects’ scores revealed that participants corrected for errors just enough to avoid significant decrease in their overall scores, in agreement with the minimal intervention principle of optimal feedback control. We explain this behavior with a term in the loss function that accounts for the additional effort of adjusting one’s response. By suggesting that subjects’ decision uncertainty, as reflected in their posterior distribution, is a major factor in determining how their sensorimotor system responds to error, our findings support theoretical models in which the decision making and control processes are fully integrated. PMID:28129323

Target Uncertainty Mediates Sensorimotor Error Correction.

PubMed

Acerbi, Luigi; Vijayakumar, Sethu; Wolpert, Daniel M

2017-01-01

Human movements are prone to errors that arise from inaccuracies in both our perceptual processing and execution of motor commands. We can reduce such errors by both improving our estimates of the state of the world and through online error correction of the ongoing action. Two prominent frameworks that explain how humans solve these problems are Bayesian estimation and stochastic optimal feedback control. Here we examine the interaction between estimation and control by asking if uncertainty in estimates affects how subjects correct for errors that may arise during the movement. Unbeknownst to participants, we randomly shifted the visual feedback of their finger position as they reached to indicate the center of mass of an object. Even though participants were given ample time to compensate for this perturbation, they only fully corrected for the induced error on trials with low uncertainty about center of mass, with correction only partial in trials involving more uncertainty. The analysis of subjects' scores revealed that participants corrected for errors just enough to avoid significant decrease in their overall scores, in agreement with the minimal intervention principle of optimal feedback control. We explain this behavior with a term in the loss function that accounts for the additional effort of adjusting one's response. By suggesting that subjects' decision uncertainty, as reflected in their posterior distribution, is a major factor in determining how their sensorimotor system responds to error, our findings support theoretical models in which the decision making and control processes are fully integrated.

Attribution of movement: Potential links between subjective reports of agency and output monitoring.

PubMed

Sugimori, Eriko; Asai, Tomohisa

2015-01-01

According to agency memory theory, individuals decide whether "I did it" based on a memory trace of "I am doing it". The purpose of this study was to validate the agency memory theory. To this end, several hand actions were individually presented as samples, and participants were asked to perform the sample action, observe the performance of that action by another person, or imagine performing the action. Online feedback received by the participants during the action was manipulated among the different conditions, and output monitoring, in which participants were asked whether they had performed each hand action, was conducted. The rate at which respondents thought that they themselves had performed the action was higher when visual feedback was unaltered than when it was altered (Experiment 1A), and this tendency was observed across all types of altered feedback (Experiment 1B). The observation of an action performed by the hand of another person did not increase the rate at which respondents thought that they themselves had performed the action unless the participants actually did perform the action (Experiments 2A and 2B). In Experiment 3, a relationship was observed between the subjective feeling that "I am the one who is causing an action" and the memory that "I did perform the action". These experiments support the hypothesis that qualitative information and sense of "self" are tagged in a memory trace and that such tags can be used as cues for judgements when the memory is related to the "self".

Including the online feedback site, Patient Opinion, in the nursing curriculum: Exploratory study.

PubMed

Jones, Ray; Young, Kim; Munro, James; Miller, Heather; Brelsford, Stephanie; Aronsson, Jennie; Goodman, Benny; Peters, Jane

2017-10-01

Globally, universities aim to involve people who use health services to enrich the nursing curriculum for students, but there can be barriers to this involvement. Many also want students to contribute to local communities. Online communication can help connect students to service users to achieve these aims. The online British patient feedback site, Patient Opinion, gathers comments from service users about services and encourages service responses to the comments. To explore the feasibility and acceptability of five ways of including Patient Opinion in the undergraduate nursing curriculum. Five case studies using mixed data collection methods. British University with nursing students across two campuses, accustomed to using webinars, video presentations and social media. Students from different years participated in the five approaches of making use of Patient Opinion in the curriculum; 18 students took part in an online forum to discuss Patient Opinion in the curriculum. We trialled timetabled webinars, video-linked lectures, optional enhanced access for self-study, optional audit of service user comments for two local hospitals, and optional Twitter and Tweetchat. Students discussed the aims and approaches in an online forum. Of the five approaches trialled, webinars seemed effective in ensuring that all nursing students engaged with the topic. Video-linked lectures provided an alternative when timetabling did not allow webinars, but were less interactive. The three optional approaches (Tweetchats, audit exercise, self-directed study) provided opportunities for some students to enhance their learning but students needed guidance. Sending a summary of student reviews of patients' feedback to local hospitals illustrated how students might be agents of change in local health services. Experience from these case studies suggests that webinars followed by use of Patient Opinion preparing for placements may be a sustainable way of embedding feedback sites in the nursing curriculum. Copyright © 2017 Elsevier Ltd. All rights reserved.

Online Health Check for Reducing Alcohol Intake among Employees: A Feasibility Study in Six Workplaces across England

PubMed Central

Khadjesari, Zarnie; Newbury-Birch, Dorothy; Murray, Elizabeth; Shenker, Don; Marston, Louise; Kaner, Eileen

2015-01-01

Background Most hazardous and harmful drinkers are of working age and do not seek help with their drinking. Occupational health services are uniquely placed to universally screen employees across the range of socioeconomic and ethnic groups. The aim was to explore the feasibility and acceptability of offering electronic screening and brief intervention for alcohol misuse in the context of a health check in six different workplace settings. Methods and Findings Employees were recruited from six workplaces across England, including three local authorities, one university, one hospital and one petro-chemical company. A total of 1,254 (8%) employees completed the health check and received personalised feedback on their alcohol intake, alongside feedback on smoking, fruit and vegetable consumption and physical activity. Most participants were female (65%) and of ‘White British’ ethnicity (94%), with a mean age of 43 years (SD 11). Participants were mostly in Intermediate occupations (58%), followed by Higher managerial / professional (39%) and Routine and manual occupations (2%). A quarter of participants (25%) were drinking at hazardous levels (33% male, 21% female), which decreased with age. Sixty-four percent (n=797) of participants completed online follow-up at three months. Most participants were supportive of workplaces offering employees an online health check (95%), their preferred format was online (91%) and many were confident of the confidentiality of their responses (60%). Whilst the feedback reminded most participants of things they already knew (75%), some were reportedly motivated to change their behaviour (13%). Conclusions Online health screening and personalised feedback appears feasible and acceptable, but challenges include low participation rates, potentially attracting ‘worried well’ employees rather than those at greatest health risk, and less acceptance of the approach among older employees and those from ethnic minority backgrounds and routine or manual occupations. PMID:25798596

Internet based personalized feedback interventions for gamblers in Singapore: First results.

PubMed

Zhang, Melvyn W B; Yi, Yang; Cheok, Christopher C S

2016-01-01

Problem or pathological gambling has been a worldwide concern in the recent years, especially so with the advances in the technology, facilitating easier access to various means of gambling. Along with the advances in web-based and smartphone technologies, these technologies have been recently applied as adjunctive clinical tools to help gamblers. Taking into careful consideration the existing evidence base for Internet based interventions for pathological gambling, it seemed that the current published literature has demonstrated largely the efficacy of a personalized feedback intervention for pathological gambling; and further studies are still under-going to try and demonstrate the clinical feasibility of online web-based cognitive behavioral interventions for pathological gamblers. Given this, the aims of the current study are to (a) replicate an online personalized feedback intervention and determine its receptiveness in an Asian cohort of gamblers; and (b) to identify the demographics and characteristics of Asian gamblers who would utilize an online intervention. The workgroup at the National Addiction Management Service, Singapore conceptualized the online personalized feedback intervention for gamblers. The English version was launched on the 31st of March 2014 and the Chinese version was launched on the 30th of September 2014. A cumulative total of 708 participants took part with rhe mean age of the participants being 32.70 (SD = 11.638), with 89.1% males and 10.9% females. The mean problem gambling severity score (PGSI) was 10.80 (SD = 8.13), with the vast majority participating in Casino gambling on board a cruise (36.0%). Of significance, approximately 59.2% of the participants who sought help with our online e-intervention did have a diagnosis of problem gambling. This is one of the first few studies to demonstrate and replicate the potential use of an Internet based intervention for non-problem and problem gamblers. The current study has demonstrated that individuals are generally receptive towards such an intervention.

Ergonomics for Online Searching.

ERIC Educational Resources Information Center

Wright, Carol; Friend, Linda

1992-01-01

Describes factors to be considered in the design of ergonomically correct workstations for online searchers. Topics discussed include visual factors, including lighting; acoustical factors; radiation and visual display terminals (VDTs); screen image characteristics; static electricity; hardware and equipment; workstation configuration; chairs;…

A Randomized Control Trial of Cardiopulmonary Feedback Devices and Their Impact on Infant Chest Compression Quality: A Simulation Study.

PubMed

Austin, Andrea L; Spalding, Carmen N; Landa, Katrina N; Myer, Brian R; Donald, Cure; Smith, Jason E; Platt, Gerald; King, Heather C

2017-10-27

In effort to improve chest compression quality among health care providers, numerous feedback devices have been developed. Few studies, however, have focused on the use of cardiopulmonary resuscitation feedback devices for infants and children. This study evaluated the quality of chest compressions with standard team-leader coaching, a metronome (MetroTimer by ONYX Apps), and visual feedback (SkillGuide Cardiopulmonary Feedback Device) during simulated infant cardiopulmonary resuscitation. Seventy voluntary health care providers who had recently completed Pediatric Advanced Life Support or Basic Life Support courses were randomized to perform simulated infant cardiopulmonary resuscitation into 1 of 3 groups: team-leader coaching alone (control), coaching plus metronome, or coaching plus SkillGuide for 2 minutes continuously. Rate, depth, and frequency of complete recoil during cardiopulmonary resuscitation were recorded by the Laerdal SimPad device for each participant. American Heart Association-approved compression techniques were randomized to either 2-finger or encircling thumbs. The metronome was associated with more ideal compression rate than visual feedback or coaching alone (104/min vs 112/min and 113/min; P = 0.003, 0.019). Visual feedback was associated with more ideal depth than auditory (41 mm vs 38.9; P = 0.03). There were no significant differences in complete recoil between groups. Secondary outcomes of compression technique revealed a difference of 1 mm. Subgroup analysis of male versus female showed no difference in mean number of compressions (221.76 vs 219.79; P = 0.72), mean compression depth (40.47 vs 39.25; P = 0.09), or rate of complete release (70.27% vs 64.96%; P = 0.54). In the adult literature, feedback devices often show an increase in quality of chest compressions. Although more studies are needed, this study did not demonstrate a clinically significant improvement in chest compressions with the addition of a metronome or visual feedback device, no clinically significant difference in Pediatric Advanced Life Support-approved compression technique, and no difference between compression quality between genders.

Objective Assessment of Laparoscopic Force and Psychomotor Skills in a Novel Virtual Reality-Based Haptic Simulator.

PubMed

Prasad, M S Raghu; Manivannan, Muniyandi; Manoharan, Govindan; Chandramohan, S M

2016-01-01

Most of the commercially available virtual reality-based laparoscopic simulators do not effectively evaluate combined psychomotor and force-based laparoscopic skills. Consequently, the lack of training on these critical skills leads to intraoperative errors. To assess the effectiveness of the novel virtual reality-based simulator, this study analyzed the combined psychomotor (i.e., motion or movement) and force skills of residents and expert surgeons. The study also examined the effectiveness of real-time visual force feedback and tool motion during training. Bimanual fundamental (i.e., probing, pulling, sweeping, grasping, and twisting) and complex tasks (i.e., tissue dissection) were evaluated. In both tasks, visual feedback on applied force and tool motion were provided. The skills of the participants while performing the early tasks were assessed with and without visual feedback. Participants performed 5 repetitions of fundamental and complex tasks. Reaction force and instrument acceleration were used as metrics. Surgical Gastroenterology, Government Stanley Medical College and Hospital; Institute of Surgical Gastroenterology, Madras Medical College and Rajiv Gandhi Government General Hospital. Residents (N = 25; postgraduates and surgeons with <2 years of laparoscopic surgery) and expert surgeons (N = 25; surgeons with >4 and ≤10 years of laparoscopic surgery). Residents applied large forces compared with expert surgeons and performed abrupt tool movements (p < 0.001). However, visual + haptic feedback improved the performance of residents (p < 0.001). In complex tasks, visual + haptic feedback did not influence the applied force of expert surgeons, but influenced their tool motion (p < 0.001). Furthermore, in complex tissue sweeping task, expert surgeons applied more force, but were within the tissue damage limits. In both groups, exertion of large forces and abrupt tool motion were observed during grasping, probing or pulling, and tissue sweeping maneuvers (p < 0.001). Modern day curriculum-based training should evaluate the skills of residents with robust force and psychomotor-based exercises for proficient laparoscopy. Visual feedback on force and motion during training has the potential to enhance the learning curve of residents. Copyright © 2016 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Effects of visual feedback-induced variability on motor learning of handrim wheelchair propulsion.

PubMed

Leving, Marika T; Vegter, Riemer J K; Hartog, Johanneke; Lamoth, Claudine J C; de Groot, Sonja; van der Woude, Lucas H V

2015-01-01

It has been suggested that a higher intra-individual variability benefits the motor learning of wheelchair propulsion. The present study evaluated whether feedback-induced variability on wheelchair propulsion technique variables would also enhance the motor learning process. Learning was operationalized as an improvement in mechanical efficiency and propulsion technique, which are thought to be closely related during the learning process. 17 Participants received visual feedback-based practice (feedback group) and 15 participants received regular practice (natural learning group). Both groups received equal practice dose of 80 min, over 3 weeks, at 0.24 W/kg at a treadmill speed of 1.11 m/s. To compare both groups the pre- and post-test were performed without feedback. The feedback group received real-time visual feedback on seven propulsion variables with instruction to manipulate the presented variable to achieve the highest possible variability (1st 4-min block) and optimize it in the prescribed direction (2nd 4-min block). To increase motor exploration the participants were unaware of the exact variable they received feedback on. Energy consumption and the propulsion technique variables with their respective coefficient of variation were calculated to evaluate the amount of intra-individual variability. The feedback group, which practiced with higher intra-individual variability, improved the propulsion technique between pre- and post-test to the same extent as the natural learning group. Mechanical efficiency improved between pre- and post-test in the natural learning group but remained unchanged in the feedback group. These results suggest that feedback-induced variability inhibited the improvement in mechanical efficiency. Moreover, since both groups improved propulsion technique but only the natural learning group improved mechanical efficiency, it can be concluded that the improvement in mechanical efficiency and propulsion technique do not always appear simultaneously during the motor learning process. Their relationship is most likely modified by other factors such as the amount of the intra-individual variability.

Effects of Visual Feedback-Induced Variability on Motor Learning of Handrim Wheelchair Propulsion

PubMed Central

Leving, Marika T.; Vegter, Riemer J. K.; Hartog, Johanneke; Lamoth, Claudine J. C.; de Groot, Sonja; van der Woude, Lucas H. V.

2015-01-01

Background It has been suggested that a higher intra-individual variability benefits the motor learning of wheelchair propulsion. The present study evaluated whether feedback-induced variability on wheelchair propulsion technique variables would also enhance the motor learning process. Learning was operationalized as an improvement in mechanical efficiency and propulsion technique, which are thought to be closely related during the learning process. Methods 17 Participants received visual feedback-based practice (feedback group) and 15 participants received regular practice (natural learning group). Both groups received equal practice dose of 80 min, over 3 weeks, at 0.24 W/kg at a treadmill speed of 1.11 m/s. To compare both groups the pre- and post-test were performed without feedback. The feedback group received real-time visual feedback on seven propulsion variables with instruction to manipulate the presented variable to achieve the highest possible variability (1st 4-min block) and optimize it in the prescribed direction (2nd 4-min block). To increase motor exploration the participants were unaware of the exact variable they received feedback on. Energy consumption and the propulsion technique variables with their respective coefficient of variation were calculated to evaluate the amount of intra-individual variability. Results The feedback group, which practiced with higher intra-individual variability, improved the propulsion technique between pre- and post-test to the same extent as the natural learning group. Mechanical efficiency improved between pre- and post-test in the natural learning group but remained unchanged in the feedback group. Conclusion These results suggest that feedback-induced variability inhibited the improvement in mechanical efficiency. Moreover, since both groups improved propulsion technique but only the natural learning group improved mechanical efficiency, it can be concluded that the improvement in mechanical efficiency and propulsion technique do not always appear simultaneously during the motor learning process. Their relationship is most likely modified by other factors such as the amount of the intra-individual variability. PMID:25992626

Basic life support: evaluation of learning using simulation and immediate feedback devices1.

PubMed

Tobase, Lucia; Peres, Heloisa Helena Ciqueto; Tomazini, Edenir Aparecida Sartorelli; Teodoro, Simone Valentim; Ramos, Meire Bruna; Polastri, Thatiane Facholi

2017-10-30

to evaluate students' learning in an online course on basic life support with immediate feedback devices, during a simulation of care during cardiorespiratory arrest. a quasi-experimental study, using a before-and-after design. An online course on basic life support was developed and administered to participants, as an educational intervention. Theoretical learning was evaluated by means of a pre- and post-test and, to verify the practice, simulation with immediate feedback devices was used. there were 62 participants, 87% female, 90% in the first and second year of college, with a mean age of 21.47 (standard deviation 2.39). With a 95% confidence level, the mean scores in the pre-test were 6.4 (standard deviation 1.61), and 9.3 in the post-test (standard deviation 0.82, p <0.001); in practice, 9.1 (standard deviation 0.95) with performance equivalent to basic cardiopulmonary resuscitation, according to the feedback device; 43.7 (standard deviation 26.86) mean duration of the compression cycle by second of 20.5 (standard deviation 9.47); number of compressions 167.2 (standard deviation 57.06); depth of compressions of 48.1 millimeter (standard deviation 10.49); volume of ventilation 742.7 (standard deviation 301.12); flow fraction percentage of 40.3 (standard deviation 10.03). the online course contributed to learning of basic life support. In view of the need for technological innovations in teaching and systematization of cardiopulmonary resuscitation, simulation and feedback devices are resources that favor learning and performance awareness in performing the maneuvers.

Combined contributions of feedforward and feedback inputs to bottom-up attention

PubMed Central

Khorsand, Peyman; Moore, Tirin; Soltani, Alireza

2015-01-01

In order to deal with a large amount of information carried by visual inputs entering the brain at any given point in time, the brain swiftly uses the same inputs to enhance processing in one part of visual field at the expense of the others. These processes, collectively called bottom-up attentional selection, are assumed to solely rely on feedforward processing of the external inputs, as it is implied by the nomenclature. Nevertheless, evidence from recent experimental and modeling studies points to the role of feedback in bottom-up attention. Here, we review behavioral and neural evidence that feedback inputs are important for the formation of signals that could guide attentional selection based on exogenous inputs. Moreover, we review results from a modeling study elucidating mechanisms underlying the emergence of these signals in successive layers of neural populations and how they depend on feedback from higher visual areas. We use these results to interpret and discuss more recent findings that can further unravel feedforward and feedback neural mechanisms underlying bottom-up attention. We argue that while it is descriptively useful to separate feedforward and feedback processes underlying bottom-up attention, these processes cannot be mechanistically separated into two successive stages as they occur at almost the same time and affect neural activity within the same brain areas using similar neural mechanisms. Therefore, understanding the interaction and integration of feedforward and feedback inputs is crucial for better understanding of bottom-up attention. PMID:25784883

Attainment and retention of force moderation following laparoscopic resection training with visual force feedback.

PubMed

Hernandez, Rafael; Onar-Thomas, Arzu; Travascio, Francesco; Asfour, Shihab

2017-11-01

Laparoscopic training with visual force feedback can lead to immediate improvements in force moderation. However, the long-term retention of this kind of learning and its potential decay are yet unclear. A laparoscopic resection task and force sensing apparatus were designed to assess the benefits of visual force feedback training. Twenty-two male university students with no previous experience in laparoscopy underwent relevant FLS proficiency training. Participants were randomly assigned to either a control or treatment group. Both groups trained on the task for 2 weeks as follows: initial baseline, sixteen training trials, and post-test immediately after. The treatment group had visual force feedback during training, whereas the control group did not. Participants then performed four weekly test trials to assess long-term retention of training. Outcomes recorded were maximum pulling and pushing forces, completion time, and rated task difficulty. Extreme maximum pulling force values were tapered throughout both the training and retention periods. Average maximum pushing forces were significantly lowered towards the end of training and during retention period. No significant decay of applied force learning was found during the 4-week retention period. Completion time and rated task difficulty were higher during training, but results indicate that the difference eventually fades during the retention period. Significant differences in aptitude across participants were found. Visual force feedback training improves on certain aspects of force moderation in a laparoscopic resection task. Results suggest that with enough training there is no significant decay of learning within the first month of the retention period. It is essential to account for differences in aptitude between individuals in this type of longitudinal research. This study shows how an inexpensive force measuring system can be used with an FLS Trainer System after some retrofitting. Surgical instructors can develop their own tasks and adjust force feedback levels accordingly.

The Relationship Between Online Visual Representation of a Scene and Long-Term Scene Memory

ERIC Educational Resources Information Center

Hollingworth, Andrew

2005-01-01

In 3 experiments the author investigated the relationship between the online visual representation of natural scenes and long-term visual memory. In a change detection task, a target object either changed or remained the same from an initial image of a natural scene to a test image. Two types of changes were possible: rotation in depth, or…

Perception drives production across sensory modalities: A network for sensorimotor integration of visual speech.

PubMed

Venezia, Jonathan H; Fillmore, Paul; Matchin, William; Isenberg, A Lisette; Hickok, Gregory; Fridriksson, Julius

2016-02-01

Sensory information is critical for movement control, both for defining the targets of actions and providing feedback during planning or ongoing movements. This holds for speech motor control as well, where both auditory and somatosensory information have been shown to play a key role. Recent clinical research demonstrates that individuals with severe speech production deficits can show a dramatic improvement in fluency during online mimicking of an audiovisual speech signal suggesting the existence of a visuomotor pathway for speech motor control. Here we used fMRI in healthy individuals to identify this new visuomotor circuit for speech production. Participants were asked to perceive and covertly rehearse nonsense syllable sequences presented auditorily, visually, or audiovisually. The motor act of rehearsal, which is prima facie the same whether or not it is cued with a visible talker, produced different patterns of sensorimotor activation when cued by visual or audiovisual speech (relative to auditory speech). In particular, a network of brain regions including the left posterior middle temporal gyrus and several frontoparietal sensorimotor areas activated more strongly during rehearsal cued by a visible talker versus rehearsal cued by auditory speech alone. Some of these brain regions responded exclusively to rehearsal cued by visual or audiovisual speech. This result has significant implications for models of speech motor control, for the treatment of speech output disorders, and for models of the role of speech gesture imitation in development. Copyright © 2015 Elsevier Inc. All rights reserved.

Perception drives production across sensory modalities: A network for sensorimotor integration of visual speech

PubMed Central

Venezia, Jonathan H.; Fillmore, Paul; Matchin, William; Isenberg, A. Lisette; Hickok, Gregory; Fridriksson, Julius

2015-01-01

Sensory information is critical for movement control, both for defining the targets of actions and providing feedback during planning or ongoing movements. This holds for speech motor control as well, where both auditory and somatosensory information have been shown to play a key role. Recent clinical research demonstrates that individuals with severe speech production deficits can show a dramatic improvement in fluency during online mimicking of an audiovisual speech signal suggesting the existence of a visuomotor pathway for speech motor control. Here we used fMRI in healthy individuals to identify this new visuomotor circuit for speech production. Participants were asked to perceive and covertly rehearse nonsense syllable sequences presented auditorily, visually, or audiovisually. The motor act of rehearsal, which is prima facie the same whether or not it is cued with a visible talker, produced different patterns of sensorimotor activation when cued by visual or audiovisual speech (relative to auditory speech). In particular, a network of brain regions including the left posterior middle temporal gyrus and several frontoparietal sensorimotor areas activated more strongly during rehearsal cued by a visible talker versus rehearsal cued by auditory speech alone. Some of these brain regions responded exclusively to rehearsal cued by visual or audiovisual speech. This result has significant implications for models of speech motor control, for the treatment of speech output disorders, and for models of the role of speech gesture imitation in development. PMID:26608242

Visual Feedback of Tongue Movement for Novel Speech Sound Learning

PubMed Central

Katz, William F.; Mehta, Sonya

2015-01-01

Pronunciation training studies have yielded important information concerning the processing of audiovisual (AV) information. Second language (L2) learners show increased reliance on bottom-up, multimodal input for speech perception (compared to monolingual individuals). However, little is known about the role of viewing one's own speech articulation processes during speech training. The current study investigated whether real-time, visual feedback for tongue movement can improve a speaker's learning of non-native speech sounds. An interactive 3D tongue visualization system based on electromagnetic articulography (EMA) was used in a speech training experiment. Native speakers of American English produced a novel speech sound (/ɖ/; a voiced, coronal, palatal stop) before, during, and after trials in which they viewed their own speech movements using the 3D model. Talkers' productions were evaluated using kinematic (tongue-tip spatial positioning) and acoustic (burst spectra) measures. The results indicated a rapid gain in accuracy associated with visual feedback training. The findings are discussed with respect to neural models for multimodal speech processing. PMID:26635571

Selective visual scaling of time-scale processes facilitates broadband learning of isometric force frequency tracking.

PubMed

King, Adam C; Newell, Karl M

2015-10-01

The experiment investigated the effect of selectively augmenting faster time scales of visual feedback information on the learning and transfer of continuous isometric force tracking tasks to test the generality of the self-organization of 1/f properties of force output. Three experimental groups tracked an irregular target pattern either under a standard fixed gain condition or with selectively enhancement in the visual feedback display of intermediate (4-8 Hz) or high (8-12 Hz) frequency components of the force output. All groups reduced tracking error over practice, with the error lowest in the intermediate scaling condition followed by the high scaling and fixed gain conditions, respectively. Selective visual scaling induced persistent changes across the frequency spectrum, with the strongest effect in the intermediate scaling condition and positive transfer to novel feedback displays. The findings reveal an interdependence of the timescales in the learning and transfer of isometric force output frequency structures consistent with 1/f process models of the time scales of motor output variability.

Exploring NASA and ESA Atmospheric Data Using GIOVANNI, the Online Visualization and Analysis Tool

NASA Technical Reports Server (NTRS)

Leptoukh, Gregory

2007-01-01

Giovanni, the NASA Goddard online visualization and analysis tool (http://giovanni.gsfc.nasa.gov) allows users explore various atmospheric phenomena without learning remote sensing data formats and downloading voluminous data. Using NASA MODIS (Terra and Aqua) and ESA MERIS (ENVISAT) aerosol data as an example, we demonstrate Giovanni usage for online multi-sensor remote sensing data comparison and analysis.

A hierarchy of timescales explains distinct effects of local inhibition of primary visual cortex and frontal eye fields

PubMed Central

Cocchi, Luca; Sale, Martin V; L Gollo, Leonardo; Bell, Peter T; Nguyen, Vinh T; Zalesky, Andrew; Breakspear, Michael; Mattingley, Jason B

2016-01-01

Within the primate visual system, areas at lower levels of the cortical hierarchy process basic visual features, whereas those at higher levels, such as the frontal eye fields (FEF), are thought to modulate sensory processes via feedback connections. Despite these functional exchanges during perception, there is little shared activity between early and late visual regions at rest. How interactions emerge between regions encompassing distinct levels of the visual hierarchy remains unknown. Here we combined neuroimaging, non-invasive cortical stimulation and computational modelling to characterize changes in functional interactions across widespread neural networks before and after local inhibition of primary visual cortex or FEF. We found that stimulation of early visual cortex selectively increased feedforward interactions with FEF and extrastriate visual areas, whereas identical stimulation of the FEF decreased feedback interactions with early visual areas. Computational modelling suggests that these opposing effects reflect a fast-slow timescale hierarchy from sensory to association areas. DOI: http://dx.doi.org/10.7554/eLife.15252.001 PMID:27596931

A hierarchy of timescales explains distinct effects of local inhibition of primary visual cortex and frontal eye fields.

PubMed

Cocchi, Luca; Sale, Martin V; L Gollo, Leonardo; Bell, Peter T; Nguyen, Vinh T; Zalesky, Andrew; Breakspear, Michael; Mattingley, Jason B

2016-09-06

Within the primate visual system, areas at lower levels of the cortical hierarchy process basic visual features, whereas those at higher levels, such as the frontal eye fields (FEF), are thought to modulate sensory processes via feedback connections. Despite these functional exchanges during perception, there is little shared activity between early and late visual regions at rest. How interactions emerge between regions encompassing distinct levels of the visual hierarchy remains unknown. Here we combined neuroimaging, non-invasive cortical stimulation and computational modelling to characterize changes in functional interactions across widespread neural networks before and after local inhibition of primary visual cortex or FEF. We found that stimulation of early visual cortex selectively increased feedforward interactions with FEF and extrastriate visual areas, whereas identical stimulation of the FEF decreased feedback interactions with early visual areas. Computational modelling suggests that these opposing effects reflect a fast-slow timescale hierarchy from sensory to association areas.

CITE NLM: Natural-Language Searching in an Online Catalog.

ERIC Educational Resources Information Center

Doszkocs, Tamas E.

1983-01-01

The National Library of Medicine's Current Information Transfer in English public access online catalog offers unique subject search capabilities--natural-language query input, automatic medical subject headings display, closest match search strategy, ranked document output, dynamic end user feedback for search refinement. References, description…

Harnessing Collaborative Annotations on Online Formative Assessments

ERIC Educational Resources Information Center

Lin, Jian-Wei; Lai, Yuan-Cheng

2013-01-01

This paper harnesses collaborative annotations by students as learning feedback on online formative assessments to improve the learning achievements of students. Through the developed Web platform, students can conduct formative assessments, collaboratively annotate, and review historical records in a convenient way, while teachers can generate…

Best Practices in Online Conference Moderation

ERIC Educational Resources Information Center

De Schutter, Adrienne; Fahrni, Patricia; Rudolph, Jim

2004-01-01

Facilitation by a moderator is crucial to a purposeful and productive conference. The moderator keeps the session focused, and ensures that all participants receive feedback regarding their contributions to the discussion. These functions are particularly important in the otherwise impersonal context of online discussion. The current report…

Hebbian learning in a model with dynamic rate-coded neurons: an alternative to the generative model approach for learning receptive fields from natural scenes.

PubMed

Hamker, Fred H; Wiltschut, Jan

2007-09-01

Most computational models of coding are based on a generative model according to which the feedback signal aims to reconstruct the visual scene as close as possible. We here explore an alternative model of feedback. It is derived from studies of attention and thus, probably more flexible with respect to attentive processing in higher brain areas. According to this model, feedback implements a gain increase of the feedforward signal. We use a dynamic model with presynaptic inhibition and Hebbian learning to simultaneously learn feedforward and feedback weights. The weights converge to localized, oriented, and bandpass filters similar as the ones found in V1. Due to presynaptic inhibition the model predicts the organization of receptive fields within the feedforward pathway, whereas feedback primarily serves to tune early visual processing according to the needs of the task.

Altered figure-ground perception in monkeys with an extra-striate lesion.

PubMed

Supèr, Hans; Lamme, Victor A F

2007-11-05

The visual system binds and segments the elements of an image into coherent objects and their surroundings. Recent findings demonstrate that primary visual cortex is involved in this process of figure-ground organization. In the primary visual cortex the late part of a neural response to a stimulus correlates with figure-ground segregation and perception. Such a late onset indicates an involvement of feedback projections from higher visual areas. To investigate the possible role of feedback in figure-ground perception we removed dorsal extra-striate areas of the monkey visual cortex. The findings show that figure-ground perception is reduced when the figure is presented in the lesioned hemifield and perception is normal when the figure appeared in the intact hemifield. In conclusion, our observations show the importance for recurrent processing in visual perception.

Eye-Hand Synergy and Intermittent Behaviors during Target-Directed Tracking with Visual and Non-visual Information

PubMed Central

Huang, Chien-Ting; Hwang, Ing-Shiou

2012-01-01

Visual feedback and non-visual information play different roles in tracking of an external target. This study explored the respective roles of the visual and non-visual information in eleven healthy volunteers who coupled the manual cursor to a rhythmically moving target of 0.5 Hz under three sensorimotor conditions: eye-alone tracking (EA), eye-hand tracking with visual feedback of manual outputs (EH tracking), and the same tracking without such feedback (EHM tracking). Tracking error, kinematic variables, and movement intermittency (saccade and speed pulse) were contrasted among tracking conditions. The results showed that EHM tracking exhibited larger pursuit gain, less tracking error, and less movement intermittency for the ocular plant than EA tracking. With the vision of manual cursor, EH tracking achieved superior tracking congruency of the ocular and manual effectors with smaller movement intermittency than EHM tracking, except that the rate precision of manual action was similar for both types of tracking. The present study demonstrated that visibility of manual consequences altered mutual relationships between movement intermittency and tracking error. The speed pulse metrics of manual output were linked to ocular tracking error, and saccade events were time-locked to the positional error of manual tracking during EH tracking. In conclusion, peripheral non-visual information is critical to smooth pursuit characteristics and rate control of rhythmic manual tracking. Visual information adds to eye-hand synchrony, underlying improved amplitude control and elaborate error interpretation during oculo-manual tracking. PMID:23236498

Improving Feedback through Online Professional Development

ERIC Educational Resources Information Center

Klein, Valerie; Fukawa-Connelly, Timothy; Silverman, Jason

2016-01-01

Teachers' focus on student thinking--and moving beyond superficial "right or wrong" analysis--is essential to effective teaching (Grossman and McDonald 2008; NCTM 2000; Son and Sinclair 2010). Interpreting and evaluating student thinking and providing high-quality feedback are seen as high-leverage practices and are "likely to lead…

Learner-Valued Interactions: Research into Practice

ERIC Educational Resources Information Center

Ley, Kathryn; Gannon-Cook, Ruth

2014-01-01

Online learners provide feedback that does not always match with the expectations of what university administration would expect from their feedback. Learners do not value all instructional features and conditions equally, nor do they view many of the instructional and technology features as being necessarily helpful. This paper presents research…

Using Reflection to Evaluate Course Outcomes

ERIC Educational Resources Information Center

Deggs, David; Weaver, Sue W.

2009-01-01

Student feedback is essential to improving the quality of instruction in higher education. This article chronicles the process by which an end-of-course reflection exercise was used to gather additional feedback from students and to determine learning outcomes in online course for adult learners. Students were given guiding questions for the…

Feedback Design Patterns for Math Online Learning Systems

ERIC Educational Resources Information Center

Inventado, Paul Salvador; Scupelli, Peter; Heffernan, Cristina; Heffernan, Neil

2017-01-01

Increasingly, computer-based learning systems are used by educators to facilitate learning. Evaluations of several math learning systems show that they result in significant student learning improvements. Feedback provision is one of the key features in math learning systems that contribute to its success. We have recently been uncovering feedback…

EFL Students as Peer Advisors in an Online Writing Center

ERIC Educational Resources Information Center

Rosalia, Christine

2010-01-01

The facilitation of peer feedback on academic writing is often lauded for its myriad cognitive, affective, social, and linguistic benefits. However, educators face conflicting research results when seeking empirical guidance on efficient methods to support peer feedback, particularly for their English language learners. This study contributes to…

Mining Feedback in Ranking and Recommendation Systems

ERIC Educational Resources Information Center

Zhuang, Ziming

2009-01-01

The amount of online information has grown exponentially over the past few decades, and users become more and more dependent on ranking and recommendation systems to address their information seeking needs. The advance in information technologies has enabled users to provide feedback on the utilities of the underlying ranking and recommendation…

Transforming and Constructing Academic Knowledge through Online Peer Feedback in Summary Writing

ERIC Educational Resources Information Center

Yang, Yu-Fen

2016-01-01

Recognizing that graduate students seldom have the opportunity to participate collaboratively, either in providing or receiving feedback to improve their academic writing skills, this study reports on the design of a computer-supported collaborative learning (CSCL) system used to investigate how graduate students transform and construct their…

Performance drifts in two-finger cyclical force production tasks performed by one and two actors.

PubMed

Hasanbarani, Fariba; Reschechtko, Sasha; Latash, Mark L

2018-03-01

We explored changes in the cyclical two-finger force performance task caused by turning visual feedback off performed either by the index and middle fingers of the dominant hand or by two index fingers of two persons. Based on an earlier study, we expected drifts in finger force amplitude and midpoint without a drift in relative phase. The subjects performed two rhythmical tasks at 1 Hz while paced by an auditory metronome. One of the tasks required cyclical changes in total force magnitude without changes in the sharing of the force between the two fingers. The other task required cyclical changes in the force sharing without changing total force magnitude. Subjects were provided with visual feedback, which showed total force magnitude and force sharing via cursor motion along the vertical and horizontal axes, respectively. Further, visual feedback was turned off, first on the variable that was not required to change and then on both variables. Turning visual feedback off led to a mean force drift toward lower magnitudes while force amplitude increased. There was a consistent drift in the relative phase in the one-hand task with the index finger leading the middle finger. No consistent relative phase drift was seen in the two-person tasks. The shape of the force cycle changed without visual feedback reflected in the lower similarity to a perfect cosine shape and in the higher time spent at lower force magnitudes. The data confirm findings of earlier studies regarding force amplitude and midpoint changes, but falsify predictions of an earlier proposed model with respect to the relative phase changes. We discuss factors that could contribute to the observed relative phase drift in the one-hand tasks including the leader-follower pattern generalized for two-effector tasks performed by one person.

The effect of step stool use and provider height on CPR quality during pediatric cardiac arrest: A simulation-based multicentre study.

PubMed

Cheng, Adam; Lin, Yiqun; Nadkarni, Vinay; Wan, Brandi; Duff, Jonathan; Brown, Linda; Bhanji, Farhan; Kessler, David; Tofil, Nancy; Hecker, Kent; Hunt, Elizabeth A

2018-01-01

We aimed to explore whether a) step stool use is associated with improved cardiopulmonary resuscitation (CPR) quality; b) provider adjusted height is associated with improved CPR quality; and if associations exist, c) determine whether just-in-time (JIT) CPR training and/or CPR visual feedback attenuates the effect of height and/or step stool use on CPR quality. We analysed data from a trial of simulated cardiac arrests with three study arms: No intervention; CPR visual feedback; and JIT CPR training. Step stool use was voluntary. We explored the association between 1) step stool use and CPR quality, and 2) provider adjusted height and CPR quality. Adjusted height was defined as provider height + 23 cm (if step stool was used). Below-average height participants were ≤ gender-specific average height; the remainder were above average height. We assessed for interaction between study arm and both adjusted height and step stool use. One hundred twenty-four subjects participated; 1,230 30-second epochs of CPR were analysed. Step stool use was associated with improved compression depth in below-average (female, p=0.007; male, p<0.001) and above-average (female, p=0.001; male, p<0.001) height providers. There is an association between adjusted height and compression depth (p<0.001). Visual feedback attenuated the effect of height (p=0.025) on compression depth; JIT training did not (p=0.918). Visual feedback and JIT training attenuated the effect of step stool use (p<0.001) on compression depth. Step stool use is associated with improved compression depth regardless of height. Increased provider height is associated with improved compression depth, with visual feedback attenuating the effects of height and step stool use.

Effects of Visual Feedback and Memory on Unintentional Drifts in Performance During Finger Pressing Tasks

PubMed Central

Solnik, Stanislaw; Qiao, Mu; Latash, Mark L.

2017-01-01

This study tested two hypotheses on the nature of unintentional force drifts elicited by removing visual feedback during accurate force production tasks. The role of working memory (memory hypothesis) was explored in tasks with continuous force production, intermittent force production, and rest intervals over the same time interval. The assumption of unintentional drifts in referent coordinate for the fingertips was tested using manipulations of visual feedback: Young healthy subjects performed accurate steady-state force production tasks by pressing with the two index fingers on individual force sensors with visual feedback on the total force, sharing ratio, both, or none. Predictions based on the memory hypothesis have been falsified. In particular, we observed consistent force drifts to lower force values during continuous force production trials only. No force drift or drifts to higher forces were observed during intermittent force production trials and following rest intervals. The hypotheses based on the idea of drifts in referent finger coordinates have been confirmed. In particular, we observed superposition of two drift processes: A drift of total force to lower magnitudes and a drift of the sharing ratio to 50:50. When visual feedback on total force only was provided, the two finger forces showed drifts in opposite directions. We interpret the findings as evidence for the control of motor actions with changes in referent coordinates for participating effectors. Unintentional drifts in performance are viewed as natural relaxation processes in the involved systems; their typical time reflects stability in the direction of the drift. The magnitude of the drift was higher in the right (dominant) hand, which is consistent with the dynamic dominance hypothesis. PMID:28168396

WWC Review of the Report "Daily Online Testing in Large Classes: Boosting College Performance While Reducing Achievement Gaps." What Works Clearinghouse Single Study Review

ERIC Educational Resources Information Center

What Works Clearinghouse, 2014

2014-01-01

The 2013 study, "Daily Online Testing in Large Classes: Boosting College Performance While Reducing Achievement Gaps," examined the impact of frequent online testing and immediate feedback on the academic performance of college students. The study was conducted at the University of Texas in the fall of 2008 and 2011. Researchers found…

Panel: The Future of Research in Modeling & Simulation

DTIC Science & Technology

2014-12-01

in industry has not yet materialized. Massive, multiplayer on-line game systems represent one area where the technology has seen extensive commercial...deployment of experiment scripts, aggregation and analysis of data, and refinement and online adaptation of experiment designs through feedback as...findings in a specified context. Practitioners often consult with books, blogs, forums, online video tutorials, forums, and brief one-to- two page

Data for Flipped Classroom Design: Using Student Feedback to Identify the Best Components from Online and Face-to-Face Classes

ERIC Educational Resources Information Center

Crews, Thad; Butterfield, Jeff

2014-01-01

Colleges and universities have seen considerable enrollment growth in online courses during the past decade. However, online modalities are not optimal for all subject areas or students. There is growing interest in hybrid, blended, and flipped instruction as a way to incorporate the best of different delivery methods. This study investigates and…

Teacher-Families Online Interactions and Gender Differences in Parental Involvement through School Data System: Do Mothers Want to Know More than Fathers about Their Children?

ERIC Educational Resources Information Center

Blau, Ina; Hameiri, Mira

2012-01-01

The integration of School Systems in K-12, opens new possibilities for online interaction among teachers, students, and their parents. This paper examines three years of teacher-student and teacher-parent online interactions in seven Israeli secondary schools during the implementation of a school system called Mashov (meaning "feedback"…

NCI Visuals Online

Cancer.gov

NCI Visuals Online contains images from the collections of the National Cancer Institute's Office of Communications and Public Liaison, including general biomedical and science-related images, cancer-specific scientific and patient care-related images, and portraits of directors and staff of the National Cancer Institute.

Student Perceptions of Online Radiologic Science Courses.

PubMed

Papillion, Erika; Aaron, Laura

2017-03-01

To evaluate student perceptions of the effectiveness of online radiologic science courses by examining various learning activities and course characteristics experienced in the online learning environment. A researcher-designed electronic survey was used to obtain results from students enrolled in the clinical portion of a radiologic science program that offers online courses. The survey consisted of elements associated with demographics, experience, and perceptions related to online radiologic science courses. Surveys were sent to 35 program directors of Joint Review Committee on Education in Radiologic Technology-accredited associate and bachelor's degree programs with requests to share the survey with students. The 38 students who participated in the survey identified 4 course characteristics most important for effective online radiologic science courses: a well-organized course, timely instructor feedback, a variety of learning activities, and informative documents, such as course syllabus, calendar, and rubrics. Learner satisfaction is a successful indicator of engagement in online courses. Descriptive statistical analysis indicated that elements related to the instructor's role is one of the most important components of effectiveness in online radiologic science courses. This role includes providing an organized course with informative documents, a variety of learning activities, and timely feedback and communication. Although online courses should provide many meaningful learning activities that appeal to a wide range of learning styles, the nature of the course affects the types of learning activities used and therefore could decrease the ability to vary learning activities. ©2017 American Society of Radiologic Technologists.

Seeing the Errors You Feel Enhances Locomotor Performance but Not Learning.

PubMed

Roemmich, Ryan T; Long, Andrew W; Bastian, Amy J

2016-10-24

In human motor learning, it is thought that the more information we have about our errors, the faster we learn. Here, we show that additional error information can lead to improved motor performance without any concomitant improvement in learning. We studied split-belt treadmill walking that drives people to learn a new gait pattern using sensory prediction errors detected by proprioceptive feedback. When we also provided visual error feedback, participants acquired the new walking pattern far more rapidly and showed accelerated restoration of the normal walking pattern during washout. However, when the visual error feedback was removed during either learning or washout, errors reappeared with performance immediately returning to the level expected based on proprioceptive learning alone. These findings support a model with two mechanisms: a dual-rate adaptation process that learns invariantly from sensory prediction error detected by proprioception and a visual-feedback-dependent process that monitors learning and corrects residual errors but shows no learning itself. We show that our voluntary correction model accurately predicted behavior in multiple situations where visual feedback was used to change acquisition of new walking patterns while the underlying learning was unaffected. The computational and behavioral framework proposed here suggests that parallel learning and error correction systems allow us to rapidly satisfy task demands without necessarily committing to learning, as the relative permanence of learning may be inappropriate or inefficient when facing environments that are liable to change. Copyright © 2016 Elsevier Ltd. All rights reserved.

Effect of vibrotactile feedback on an EMG-based proportional cursor control system.

PubMed

Li, Shunchong; Chen, Xingyu; Zhang, Dingguo; Sheng, Xinjun; Zhu, Xiangyang

2013-01-01

Surface electromyography (sEMG) has been introduced into the bio-mechatronics systems, however, most of them are lack of the sensory feedback. In this paper, the effect of vibrotactile feedback for a myoelectric cursor control system is investigated quantitatively. Simultaneous and proportional control signals are extracted from EMG using a muscle synergy model. Different types of feedback including vibrotactile feedback and visual feedback are added, assessed and compared with each other. The results show that vibrotactile feedback is capable of improving the performance of EMG-based human machine interface.

Design and test of a Microsoft Kinect-based system for delivering adaptive visual feedback to stroke patients during training of upper limb movement.

PubMed

Simonsen, Daniel; Popovic, Mirjana B; Spaich, Erika G; Andersen, Ole Kæseler

2017-11-01

The present paper describes the design and test of a low-cost Microsoft Kinect-based system for delivering adaptive visual feedback to stroke patients during the execution of an upper limb exercise. Eleven sub-acute stroke patients with varying degrees of upper limb function were recruited. Each subject participated in a control session (repeated twice) and a feedback session (repeated twice). In each session, the subjects were presented with a rectangular pattern displayed on a vertical mounted monitor embedded in the table in front of the patient. The subjects were asked to move a marker inside the rectangular pattern by using their most affected hand. During the feedback session, the thickness of the rectangular pattern was changed according to the performance of the subject, and the color of the marker changed according to its position, thereby guiding the subject's movements. In the control session, the thickness of the rectangular pattern and the color of the marker did not change. The results showed that the movement similarity and smoothness was higher in the feedback session than in the control session while the duration of the movement was longer. The present study showed that adaptive visual feedback delivered by use of the Kinect sensor can increase the similarity and smoothness of upper limb movement in stroke patients.

Auction fever: exploring informational social influences on bidder choices.

PubMed

Chen, Yi-Fen

2011-01-01

Previous investigations of herd behavior have identified the importance of informational social influences in consumer decision making. This research presents three studies examining herd behavior in online auctions. The three studies addressed the influence on bidder online choices of herd cues frequently found in online auctions, including bid number, feedback ratings, and number of questions and answers. This research also investigated the effect of different levels of herd cues on bidder online choices under high and low brand awareness in online auctions. The experimental results demonstrated that bidders use online herd cues when making decisions in online auctions. Additionally, different levels of herd cues influence bidder online choices in both high and low brand awareness product situations.

Development of and feedback on a fully automated virtual reality system for online training in weight management skills.

PubMed

Thomas, J Graham; Spitalnick, Josh S; Hadley, Wendy; Bond, Dale S; Wing, Rena R

2015-01-01

Virtual reality (VR) technology can provide a safe environment for observing, learning, and practicing use of behavioral weight management skills, which could be particularly useful in enhancing minimal contact online weight management programs. The Experience Success (ES) project developed a system for creating and deploying VR scenarios for online weight management skills training. Virtual environments populated with virtual actors allow users to experiment with implementing behavioral skills via a PC-based point and click interface. A culturally sensitive virtual coach guides the experience, including planning for real-world skill use. Thirty-seven overweight/obese women provided feedback on a test scenario focused on social eating situations. They reported that the scenario gave them greater skills, confidence, and commitment for controlling eating in social situations. © 2014 Diabetes Technology Society.