2,896 research outputs found

    CONTINUOUS ARTIFICIAL REALITY EXPERIENCES

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    Aspects of the present disclosure are directed to continuous artificial reality (XR) experiences. Some implementations can seamlessly transition between XR experiences as a user walks around her home space wearing her XR device. For example, when in the living room, the user can automatically be within an XR home experience, while in the office, the user can automatically be transported to an XR workspace experience, without having to go through a portal and wait for the XR workspace experience to load. Some implementations can preload XR experiences as the user approaches corresponding home areas

    The development and initial validation of an outcome measure for children and young people with life-limiting and life-threatening conditions

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    BackgroundThere is no validated outcome measure for use in children's palliative care outside of sub-Saharan Africa. Development of such a measure is required to realise the benefits of patient-centred outcome measure use that has been demonstrated in adult palliative care. Previous research into what is important to children and young people with life-limiting and life-threatening conditions has primarily focused on those with a cancer diagnosis. Much of this pre-existing research focuses on the perspectives of proxies, rather than those of the child or young person.AimTo develop an outcome measure, the children's palliative outcome scale (C-POS), for use by children and young people with life-limiting and life-threatening conditions and their families, and to establish face and content validity, comprehensiveness, comprehensibility, feasibility, and acceptability of use.MethodsA sequential mixed-methods study was conducted in three phases, following the principles of patient-reported outcome measurement design described by Rothrock and the Consensus-based Standards for the selection of health Measurement Instruments (COSMIN).Phase 1 - gathering inputA systematic review was conducted with the aim of appraising the evidence on optimal recall period, response format and mode of administration to enable children and young people to participate in self-reporting on their health outcomes. A young person's advisory group was also consulted on the same topic.To inform face and content validity of C-POS a semi-structured qualitative interview study was conducted to seek the perspectives of children and young people, their parents/carers and siblings, health care professionals and NHS commissioners on priority symptoms, concerns, and care priorities. Participants were also asked to identify their preferences for the design of C-POS, in terms of recall period, response scale format and administration mode.Phase 2 - item generationPart 1: Parents and professionals with experience in caring for a child or young person with a life-limiting or life-threatening condition participated in a three-round modified ranking-type Delphi survey with the aim of establishing which outcomes identified in phase 1 of this thesis should be included in C-POS.Part 2: The young person’s advisory group were asked to select their priority outcomes from the items ranked in rounds 2 and 3 of the Delphi survey.Part 3: An item generation meeting was conducted with key stakeholders to develop initial C-POS versions based on the evidence collected so far.Phase 3 - item improvementCross-sectional cognitive interview study to establish acceptability, comprehensiveness, and comprehension of the initial C-POS versions within the target population.ResultsPhase 1 - gathering inputSystematic review: Findings showed that children under five years old cannot validly and reliably self-report health outcomes. Face scales demonstrated better psychometric properties than visual analogue or Likert scales. Computerised and paper scales generally show equivalent construct validity and children prefer computerised measures. Children seven years old and younger often think dichotomously so may need two response options. Those over eight years old can reliably use a three-point scale.Qualitative interview study: 106 participants were recruited: 26 children, 40 parents, 13 siblings, 15 health care professionals and 12 commissioners. Children found a short recall period and a visually appealing measure with 10 questions or fewer most acceptable. Children with life-limiting conditions were more familiar with using rating scales such as numeric and Likert than their healthy siblings and emphasised the importance of completing the measure alongside interactions with a healthcare professional. Parents assumed that electronic completion methods would be most feasible and acceptable but a small number of children preferred paper measures.Participants described many inter-related symptoms, concerns and care priorities impacting on all aspects of life. Data revealed an overarching theme of pursuing ‘normality’, described as children’s desire to undertake usual childhood activities. Parents need support with practical aspects of care to help realise this desire for normality.Phase 2 - item generationPart 1: Delphi survey (n=82). Ranking agreement between participants increased over the rounds, indicating movement towards consensus. Agreement between professional and parent ranking was poor. Professionals prioritised physical symptoms, whereas parents prioritised psychosocial and practical concerns.Part 2: 22 children and young people attended the young person's advisory group. They prioritised items related to living a ‘normal life’ such as seeing friends and attending school, in addition to items prioritised by the adult participants in the Delphi survey.Part 3: 22 participants attended the item generation meeting. Fiveage/developmental stage appropriPhase 3 - item improvementForty-eight individuals participated (36 parents; 12 children) in cognitive testing of the C-POS versions. This revealed challenges in the acceptability of some items for parents of non-verbal children and refinements were made. C-POS content and length were acceptable, and all questions were considered important. Parents reported that completing a measure that asks about what matters may be distressing but this is anticipated and acceptable.ConclusionsThis thesis demonstrates the development of the first UK patient-centred outcome measure for use with children and young people with life-limiting and life-threatening conditions and their families. By following established methodological criteria for patient-centred outcome measure development this thesis demonstrates that CPOS has robust face and content validity and is feasible and acceptable for use within the target population.</div

    UMSL Bulletin 2023-2024

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    The 2023-2024 Bulletin and Course Catalog for the University of Missouri St. Louis.https://irl.umsl.edu/bulletin/1088/thumbnail.jp

    Inclusion within the classroom: transition planning for youths with special education needs (mild intellectual disability) in Trinidad and Tobago

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    The purpose of my research was to understand how special schools in Trinidad and Tobago are preparing youths (15-18 years) with special education needs (mild intellectual disability) for life after school. I wanted to understand the present-day experiences for youths with a mild intellectual disability, the views of their parents/legal guardians who are aware of their child’s experience, and educators who are using the education system to share knowledge and develop skills for youths with a mild intellectual disability. I interviewed 20 individuals (youths, parents/legal guardians, educators) from private, public and vocational special schools over three months. The experiences of youths with a mild intellectual disability at special schools who are preparing to transition from compulsory schooling showed them as having supportive learning environments and being prepared for potential future jobs in the skilled trades. The views of educators at special schools who are preparing youths with a mild intellectual disability to transition from compulsory schooling revealed them having a sense of pride, passion and purpose, and special schools having a curriculum focussed on skills-trade and remedial academics. The views of parents and/or legal guardians whose child with a mild intellectual disability is preparing to transition from compulsory schooling revealed them having a positive outlook of special schools, with special schools having a role in transition planning and wanting their child to be happy. However, there is uncertainty in post-compulsory school destinations for youths with a mild intellectual disability due to resource constraints and after school pathways that are not always clear. Recommendations for policy and practice provide options for how policymakers, parents/legal guardians, youths and special schools in Trinidad and Tobago can collaborate to prepare youths with a mild intellectual disability for life after school

    Teleoperation Methods for High-Risk, High-Latency Environments

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    In-Space Servicing, Assembly, and Manufacturing (ISAM) can enable larger-scale and longer-lived infrastructure projects in space, with interest ranging from commercial entities to the US government. Servicing, in particular, has the potential to vastly increase the usable lifetimes of satellites. However, the vast majority of spacecraft on low Earth orbit today were not designed to be serviced on-orbit. As such, several of the manipulations during servicing cannot easily be automated and instead require ground-based teleoperation. Ground-based teleoperation of on-orbit robots brings its own challenges of high latency communications, with telemetry delays of several seconds, and difficulties in visualizing the remote environment due to limited camera views. We explore teleoperation methods to alleviate these difficulties, increase task success, and reduce operator load. First, we investigate a model-based teleoperation interface intended to provide the benefits of direct teleoperation even in the presence of time delay. We evaluate the model-based teleoperation method using professional robot operators, then use feedback from that study to inform the design of a visual planning tool for this task, Interactive Planning and Supervised Execution (IPSE). We describe and evaluate the IPSE system and two interfaces, one 2D using a traditional mouse and keyboard and one 3D using an Intuitive Surgical da Vinci master console. We then describe and evaluate an alternative 3D interface using a Meta Quest head-mounted display. Finally, we describe an extension of IPSE to allow human-in-the-loop planning for a redundant robot. Overall, we find that IPSE improves task success rate and decreases operator workload compared to a conventional teleoperation interface

    Breaking Virtual Barriers : Investigating Virtual Reality for Enhanced Educational Engagement

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    Virtual reality (VR) is an innovative technology that has regained popularity in recent years. In the field of education, VR has been introduced as a tool to enhance learning experiences. This thesis presents an exploration of how VR is used from the context of educators and learners. The research employed a mixed-methods approach, including surveying and interviewing educators, and conducting empirical studies to examine engagement, usability, and user behaviour within VR. The results revealed educators are interested in using VR for a wide range of scenarios, including thought exercises, virtual field trips, and simulations. However, they face several barriers to incorporating VR into their practice, such as cost, lack of training, and technical challenges. A subsequent study found that virtual reality can no longer be assumed to be more engaging than desktop equivalents. This empirical study showed that engagement levels were similar in both VR and non-VR environments, suggesting that the novelty effect of VR may be less pronounced than previously assumed. A study against a VR mind mapping artifact, VERITAS, demonstrated that complex interactions are possible on low-cost VR devices, making VR accessible to educators and students. The analysis of user behaviour within this VR artifact showed that quantifiable strategies emerge, contributing to the understanding of how to design for collaborative VR experiences. This thesis provides insights into how the end-users in the education space perceive and use VR. The findings suggest that while educators are interested in using VR, they face barriers to adoption. The research highlights the need to design VR experiences, with understanding of existing pedagogy, that are engaging with careful thought applied to complex interactions, particularly for collaborative experiences. This research contributes to the understanding of the potential of VR in education and provides recommendations for educators and designers to enhance learning experiences using VR

    UMSL Bulletin 2022-2023

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    The 2022-2023 Bulletin and Course Catalog for the University of Missouri St. Louis.https://irl.umsl.edu/bulletin/1087/thumbnail.jp

    Fictocritical Cyberfeminism: A Paralogical Model for Post-Internet Communication

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    This dissertation positions the understudied and experimental writing practice of fictocriticism as an analog for the convergent and indeterminate nature of “post-Internet” communication as well a cyberfeminist technology for interfering and in-tervening in metanarratives of technoscience and technocapitalism that structure contemporary media. Significant theoretical valences are established between twen-tieth century literary works of fictocriticism and the hybrid and ephemeral modes of writing endemic to emergent, twenty-first century forms of networked communica-tion such as social media. Through a critical theoretical understanding of paralogy, or that countercultural logic of deploying language outside legitimate discourses, in-volving various tactics of multivocity, mimesis and metagraphy, fictocriticism is ex-plored as a self-referencing linguistic machine which exists intentionally to occupy those liminal territories “somewhere in among/between criticism, autobiography and fiction” (Hunter qtd. in Kerr 1996). Additionally, as a writing practice that orig-inated in Canada and yet remains marginal to national and international literary scholarship, this dissertation elevates the origins and ongoing relevance of fictocriti-cism by mapping its shared aims and concerns onto proximal discourses of post-structuralism, cyberfeminism, network ecology, media art, the avant-garde, glitch feminism, and radical self-authorship in online environments. Theorized in such a matrix, I argue that fictocriticism represents a capacious framework for writing and reading media that embodies the self-reflexive politics of second-order cybernetic theory while disrupting the rhetoric of technoscientific and neoliberal economic forc-es with speech acts of calculated incoherence. Additionally, through the inclusion of my own fictocritical writing as works of research-creation that interpolate the more traditional chapters and subchapters, I theorize and demonstrate praxis of this dis-tinctively indeterminate form of criticism to empirically and meaningfully juxtapose different modes of knowing and speaking about entangled matters of language, bod-ies, and technologies. In its conclusion, this dissertation contends that the “creative paranoia” engendered by fictocritical cyberfeminism in both print and digital media environments offers a pathway towards a more paralogical media literacy that can transform the terms and expectations of our future media ecology

    Scalable Exploration of Complex Objects and Environments Beyond Plain Visual Replication​

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    Digital multimedia content and presentation means are rapidly increasing their sophistication and are now capable of describing detailed representations of the physical world. 3D exploration experiences allow people to appreciate, understand and interact with intrinsically virtual objects. Communicating information on objects requires the ability to explore them under different angles, as well as to mix highly photorealistic or illustrative presentations of the object themselves with additional data that provides additional insights on these objects, typically represented in the form of annotations. Effectively providing these capabilities requires the solution of important problems in visualization and user interaction. In this thesis, I studied these problems in the cultural heritage-computing-domain, focusing on the very common and important special case of mostly planar, but visually, geometrically, and semantically rich objects. These could be generally roughly flat objects with a standard frontal viewing direction (e.g., paintings, inscriptions, bas-reliefs), as well as visualizations of fully 3D objects from a particular point of views (e.g., canonical views of buildings or statues). Selecting a precise application domain and a specific presentation mode allowed me to concentrate on the well defined use-case of the exploration of annotated relightable stratigraphic models (in particular, for local and remote museum presentation). My main results and contributions to the state of the art have been a novel technique for interactively controlling visualization lenses while automatically maintaining good focus-and-context parameters, a novel approach for avoiding clutter in an annotated model and for guiding users towards interesting areas, and a method for structuring audio-visual object annotations into a graph and for using that graph to improve guidance and support storytelling and automated tours. We demonstrated the effectiveness and potential of our techniques by performing interactive exploration sessions on various screen sizes and types ranging from desktop devices to large-screen displays for a walk-up-and-use museum installation. KEYWORDS - Computer Graphics, Human-Computer Interaction, Interactive Lenses, Focus-and-Context, Annotated Models, Cultural Heritage Computing

    Immersive Search: Comparing Conventional and Spatially Arranged Search Engine Result Pages in Immersive Virtual Environments

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    Advances in immersive technologies (e.g., virtual reality head-mounted displays) have brought a new dimension into user interfaces to increasingly more people in the recent years. However, little prior work has explored how people could use the extra dimension afforded by VR HMDs to aid in the information retrieval process. My dissertation research investigated how different task types and layouts of search engine result pages (displays) in immersive virtual environments impact the information retrieval process. In this dissertation, I present results from a within-subjects user study to investigate users' search behaviors, system interactions, perceptions, and eye-tracking behaviors for four different spatial arrangements of search results (``list'' - a 2D list; ``curve3'' - a 3x3 grid; ``curve4'' - a 4x4 grid; and ``sphere'' - a 4x4 sphere) in a VR HMD across two different task types (Find All relevant, Pick 3 best). Thirty-two (32) participants completed 5 search trials in 8 experimental conditions (4 displays x 2 task types). Results show that: (1) participants were accepting of and performed well in the spatial displays (curve3, curve4, and sphere); (2) participants had a positional bias for the top or top left of SERPs; (3) the angle of search results and layouts influenced the navigation patterns used; (4) participants had a preference for physical navigation (e.g., head movement) over virtual navigation (e.g., scrolling) to view and compare search results, and (5) participants were less likely to perceive a rank order in the spatial displays where a clear scan path was not obvious to them.Doctor of Philosoph
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