Embedding mobile learning into everyday life settings

The increasing ubiquity of smartphones has changed the way we interact with information and acquire new knowledge. The prevalence of personal mobile devices in our everyday lives creates new opportunities for learning that exceed the narrow boundaries of a school’s classroom and provide the foundations for lifelong learning. Learning can now happen whenever and wherever we are; whether on the sofa at home, on the bus during our commute, or on a break at work. However, the flexibility offered by mobile learning also creates its challenges. Being able to learn anytime and anywhere does not necessarily result in learning uptake. Without the school environment’s controlled schedule and teacher guidance, the learners must actively initiate learning activities, keep up repetition schedules, and cope with learning in interruption-prone everyday environments. Both interruptions and infrequent repetition can harm the learning process and long-term memory retention. We argue that current mobile learning applications insufficiently support users in coping with these challenges. In this thesis, we explore how we can utilize the ubiquity of mobile devices to ensure frequent engagement with the content, focusing primarily on language learning and supporting users in dealing with learning breaks and interruptions. Following a user-centered design approach, we first analyzed mobile learning behavior in everyday settings. Based on our findings, we proposed concepts and designs, developed research prototypes, and evaluated them in laboratory and field evaluations with a specific focus on user experience. To better understand users’ learning behavior with mobile devices, we first characterized their interaction with mobile learning apps through a detailed survey and a diary study. Both methods confirmed the enormous diversity in usage situations and preferences. We observed that learning often happens unplanned, infrequently, among the company of friends or family, or while simultaneously performing secondary tasks such as watching TV or eating. The studies further uncovered a significant prevalence of interruptions in everyday settings that affected users’ learning behavior, often leading to suspension and termination of the learning activities. We derived design implications to support learning in diverse situations, particularly aimed at mitigating the adverse effects of multitasking and interruptions. The proposed strategies should help designers and developers create mobile learning applications that adapt to the opportunities and challenges of learning in everyday mobile settings. We explored four main challenges, emphasizing that (1) we need to consider that Learning in Everyday Settings is Diverse and Interruption-prone, (2) learning performance is affected by Irregular and Infrequent Practice Behavior, (3) we need to move From Static to Personalized Learning, and (4) that Interruptions and Long Learning Breaks can Negatively Affect Performance. To tackle these challenges, we propose to embed learning into everyday smartphone interactions, which could foster frequent engagement with – and implicitly personalize – learning content (according to users’ interests and skills). Further, we investigate how memory cues could be applied to support task resumption after interruptions in mobile learning. To confirm that our idea of embedding learning into everyday interactions can increase exposure, we developed an application integrating learning tasks into the smartphone authentication process. Since unlocking the smartphone is a frequently performed action without any other purpose, our subjects appreciated the idea of utilizing this process to perform quick and simple learning interactions. Evidence from a comparative user study showed that embedding learning tasks into the unlocking mechanism led to significantly more interactions with the learning content without impairing the learning quality. We further explored a method for embedding language comprehension assessment into users’ digital reading and listening activities. By applying physiological measurements as implicit input, we reliably detected unknown words during laboratory evaluations. Identifying such knowledge gaps could be used for the provision of in-situ support and to inform the generation of personalized language learning content tailored to users’ interests and proficiency levels. To investigate memory cueing as a concept to support task resumption after interruptions, we complemented a theoretical literature analysis of existing applications with two research probes implementing and evaluating promising design concepts. We showed that displaying memory cues when the user resumes the learning activity after an interruption improves their subjective user experience. A subsequent study presented an outlook on the generalizability of memory cues beyond the narrow use case of language learning. We observed that the helpfulness of memory cues for reflecting on prior learning is highly dependent on the design of the cues, particularly the granularity of the presented information. We consider interactive cues for specific memory reactivation (e.g., through multiple-choice questions) a promising scaffolding concept for connecting individual micro-learning sessions when learning in everyday settings. The tools and applications described in this thesis are a starting point for designing applications that support learning in everyday settings. We broaden the understanding of learning behavior and highlight the impact of interruptions in our busy everyday lives. While this thesis focuses mainly on language learning, the concepts and methods have the potential to be generalized to other domains, such as STEM learning. We reflect on the limitations of the presented concepts and outline future research perspectives that utilize the ubiquity of mobile devices to design mobile learning interactions for everyday settings.Die Allgegenwärtigkeit von Smartphones verändert die Art und Weise wie wir mit Informationen umgehen und Wissen erwerben. Die weite Verbreitung von mobilen Endgeräten in unserem täglichen Leben führt zu neuen Möglichkeiten des Lernens, welche über die engen Grenzen eines Klassenraumes hinausreichen und das Fundament für lebenslanges Lernen schaffen. Lernen kann nun zu jeder Zeit und an jedem Ort stattfinden: auf dem Sofa Zuhause, im Bus während des Pendelns oder in der Pause auf der Arbeit. Die Flexibilität des mobilen Lernens geht jedoch zeitgleich mit Herausforderungen einher. Ohne den kontrollierten Ablaufplan und die Unterstützung der Lehrpersonen im schulischen Umfeld sind die Lernenden selbst dafür verantwortlich, aktiv Lernsitzungen zu initiieren, Wiederholungszyklen einzuhalten und Lektionen in unterbrechungsanfälligen Alltagssituationen zu meistern. Sowohl Unterbrechungen als auch unregelmäßige Wiederholung von Inhalten können den Lernprozess behindern und der Langzeitspeicherung der Informationen schaden. Wir behaupten, dass aktuelle mobile Lernanwendungen die Nutzer*innen nur unzureichend in diesen Herausforderungen unterstützen. In dieser Arbeit erforschen wir, wie wir uns die Allgegenwärtigkeit mobiler Endgeräte zunutze machen können, um zu erreichen, dass Nutzer*innen regelmäßig mit den Lerninhalten interagieren. Wir fokussieren uns darauf, sie im Umgang mit Unterbrechungen und Lernpausen zu unterstützen. In einem nutzerzentrierten Designprozess analysieren wir zunächst das Lernverhalten auf mobilen Endgeräten in alltäglichen Situationen. Basierend auf den Erkenntnissen schlagen wir Konzepte und Designs vor, entwickeln Forschungsprototypen und werten diese in Labor- und Feldstudien mit Fokus auf User Experience (wörtl. “Nutzererfahrung”) aus. Um das Lernverhalten von Nutzer*innen mit mobilen Endgeräten besser zu verstehen, versuchen wir zuerst die Interaktionen mit mobilen Lernanwendungen durch eine detaillierte Umfrage und eine Tagebuchstudie zu charakterisieren. Beide Methoden bestätigen eine enorme Vielfalt von Nutzungssituationen und -präferenzen. Wir beobachten, dass Lernen oft ungeplant, unregelmäßig, im Beisein von Freunden oder Familie, oder während der Ausübung anderer Tätigkeiten, beispielsweise Fernsehen oder Essen, stattfindet. Die Studien decken zudem Unterbrechungen in Alltagssituationen auf, welche das Lernverhalten der Nutzer*innen beeinflussen und oft zum Aussetzen oder Beenden der Lernaktivität führen. Wir leiten Implikationen ab, um Lernen in vielfältigen Situationen zu unterstützen und besonders die negativen Einflüsse von Multitasking und Unterbrechungen abzuschwächen. Die vorgeschlagenen Strategien sollen Designer*innen und Entwickler*innen helfen, mobile Lernanwendungen zu erstellen, welche sich den Möglichkeiten und Herausforderungen von Lernen in Alltagssituationen anpassen. Wir haben vier zentrale Herausforderungen identifiziert: (1) Lernen in Alltagssituationen ist divers und anfällig für Unterbrechungen; (2) Die Lerneffizienz wird durch unregelmäßiges Wiederholungsverhalten beeinflusst; (3) Wir müssen von statischem zu personalisiertem Lernen übergehen; (4) Unterbrechungen und lange Lernpausen können dem Lernen schaden. Um diese Herausforderungen anzugehen, schlagen wir vor, Lernen in alltägliche Smartphoneinteraktionen einzubetten. Dies führt zu einer vermehrten Beschäftigung mit Lerninhalten und könnte zu einer impliziten Personalisierung von diesen anhand der Interessen und Fähigkeiten der Nutzer*innen beitragen. Zudem untersuchen wir, wie Memory Cues (wörtl. “Gedächtnishinweise”) genutzt werden können, um das Fortsetzen von Aufgaben nach Unterbrechungen im mobilen Lernen zu erleichtern. Um zu zeigen, dass unsere Idee des Einbettens von Lernaufgaben in alltägliche Interaktionen wirklich die Beschäftigung mit diesen erhöht, haben wir eine Anwendung entwickelt, welche Lernaufgaben in den Entsperrprozess von Smartphones integriert. Da die Authentifizierung auf dem Mobilgerät eine häufig durchgeführte Aktion ist, welche keinen weiteren Mehrwert bietet, begrüßten unsere Studienteilnehmenden die Idee, den Prozess für die Durchführung kurzer und einfacher Lerninteraktionen zu nutzen. Ergebnisse aus einer vergleichenden Nutzerstudie haben gezeigt, dass die Einbettung von Aufgaben in den Entsperrprozess zu signifikant mehr Interaktionen mit den Lerninhalten führt, ohne dass die Lernqualität beeinträchtigt wird. Wir haben außerdem eine Methode untersucht, welche die Messung von Sprachverständnis in die digitalen Lese- und Höraktivitäten der Nutzer*innen einbettet. Mittels physiologischer Messungen als implizite Eingabe können wir in Laborstudien zuverlässig unbekannte Wörter erkennen. Die Aufdeckung solcher Wissenslücken kann genutzt werden, um in-situ Untestützung bereitzustellen und um personalisierte Lerninhalte zu generieren, welche auf die Interessen und das Wissensniveau der Nutzer*innen zugeschnitten sind. Um Memory Cues als Konzept für die Unterstützung der Aufgabenfortsetzung nach Unterbrechungen zu untersuchen, haben wir eine theoretische Literaturanalyse von bestehenden Anwendungen um zwei Forschungsarbeiten erweitert, welche vielversprechende Designkonzepte umsetzen und evaluieren. Wir haben gezeigt, dass die Präsentation von Memory Cues die subjektive User Experience verbessert, wenn der Nutzer die Lernaktivität nach einer Unterbrechung fortsetzt. Eine Folgestudie stellt einen Ausblick auf die Generalisierbarkeit von Memory Cues dar, welcher über den Tellerrand des Anwendungsfalls Sprachenlernen hinausschaut. Wir haben beobachtet, dass der Nutzen von Memory Cues für das Reflektieren über gelernte Inhalte stark von dem Design der Cues abhängt, insbesondere von der Granularität der präsentierten Informationen. Wir schätzen interaktive Cues zur spezifischen Gedächtnisaktivierung (z.B. durch Mehrfachauswahlfragen) als einen vielversprechenden Unterstützungsansatz ein, welcher individuelle Mikrolerneinheiten im Alltag verknüpfen könnte. Die Werkzeuge und Anwendungen, die in dieser Arbeit beschrieben werden, sind ein Startpunkt für das Design von Anwendungen, welche das Lernen in Alltagssituationen unterstützen. Wir erweitern das Verständnis, welches wir von Lernverhalten im geschäftigen Alltagsleben haben und heben den Einfluss von Unterbrechungen in diesem hervor. Während sich diese Arbeit hauptsächlich auf das Lernen von Sprachen fokussiert, haben die vorgestellten Konzepte und Methoden das Potential auf andere Bereiche übertragen zu werden, beispielsweise das Lernen von MINT Themen. Wir reflektieren über die Grenzen der präsentierten Konzepte und skizzieren Perspektiven für zukünftige Forschungsarbeiten, welche sich die Allgegenwärtigkeit von mobilen Endgeräten zur Gestaltung von Lernanwendungen für den Alltag zunutze machen

Aerospace Medicine and Biology: A continuing bibliography with indexes, supplement 165, March 1977

This bibliography lists 198 reports, articles, and other documents introduced into the NASA scientific and technical information system in February 1977

Disorders of Arousal in adults: new diagnostic tools for clinical practice

Abstract Disorders of Arousal (DOA) are mental and motor behaviors arising from NREM sleep. They comprise a spectrum of manifestations of increasing intensity from confusional arousals to sleep terrors to sleepwalking. Although DOA in childhood are usually harmless, in adulthood they are often associated with injurious or violent behaviors to the patient or others. Driving motor vehicles, suspected suicide, and even homicide or attempted homicide have been described during sleepwalking in adults. Furthermore, adult DOA need to be differentiated from other sleep disorders such as Sleep-related Hypermotor Epilepsy or REM Sleep Behavior Disorder. Although many aspects of DOA have been clarified in the last two decades there is still a lack of objective and quantitative diagnostic criteria for DOA. Recent advances in EEG analysis and in the semiological characterization of DOA motor patterns have provided a better definition of DOA diagnosis. Our article focuses on the DOA diagnostic process describing accurately the newest DOA clinical, EEG and video-polysomnographic tools in order to aid clinicians in DOA assessment

Sleep, Wakefulness, Dreams and Memory

Sleep-wakefulness cycle mechanisms shown in central neural activity change

Electrographic signatures of postanoxic brain injury

After a successful resuscitation from cardiac arrest, most patients remain comatose as a result of postanoxic encephalopathy. More than half of them never regain consciousness, and treatment options to improve their outcome are limited. The aim of the research described in this dissertation was to validate and improve the value of continuous electroencephalography (EEG) for outcome prediction and treatment of postanoxic brain injury. In a prospective cohort study of 850 patients, we confirmed that EEG reaches its maximum value for the prediction of outcome within the first 24 hours after cardiac arrest. The added value of continuous EEG monitoring beyond this period was limited. Generalized suppression (all EEG activity <10 µV) or synchronous patterns with more than 50% suppression reliably predicted a poor outcome at 12h after cardiac arrest or later. Continuous background activity within 12h from cardiac arrest was a strong predictor of good outcome. To make the assessment of postanoxic EEG less time-consuming and more objective, we introduced straightforward quantitative EEG features, based on key aspects of visual assessment for the prediction of outcome. Our measures for background continuity and amplitude fluctuation were at least as sensitive for the prediction of good outcome as visual assessment, at equal reliability. In the subgroup of patients with electrographic seizure activity, we showed that a lack of background continuity of the EEG precludes recovery. During the first 24 hours after cardiac arrest, the most valuable period for the prediction of outcome, patients are usually treated with sedative medication. We showed quantitatively that propofol, a commonly applied sedative drug, changes the postanoxic EEG, but does not affect its reliability for the prediction of outcome. A better understanding of mechanisms that underlie postanoxic EEG patterns could validate associations between EEG and outcome, and offer opportunities for new treatment strategies. By using a computational model, we showed that pathophysiological changes at the synaptic level explain the most commonly observed EEG patterns after cardiac arrest and their evolution. Finally, we present the study protocol of the ongoing, randomized TELSTAR trial on the treatment of electrographic status epilepticus after cardiac arrest

Nonlinear brain dynamics as macroscopic manifestation of underlying many-body field dynamics

Neural activity patterns related to behavior occur at many scales in time and space from the atomic and molecular to the whole brain. Here we explore the feasibility of interpreting neurophysiological data in the context of many-body physics by using tools that physicists have devised to analyze comparable hierarchies in other fields of science. We focus on a mesoscopic level that offers a multi-step pathway between the microscopic functions of neurons and the macroscopic functions of brain systems revealed by hemodynamic imaging. We use electroencephalographic (EEG) records collected from high-density electrode arrays fixed on the epidural surfaces of primary sensory and limbic areas in rabbits and cats trained to discriminate conditioned stimuli (CS) in the various modalities. High temporal resolution of EEG signals with the Hilbert transform gives evidence for diverse intermittent spatial patterns of amplitude (AM) and phase modulations (PM) of carrier waves that repeatedly re-synchronize in the beta and gamma ranges at near zero time lags over long distances. The dominant mechanism for neural interactions by axodendritic synaptic transmission should impose distance-dependent delays on the EEG oscillations owing to finite propagation velocities. It does not. EEGs instead show evidence for anomalous dispersion: the existence in neural populations of a low velocity range of information and energy transfers, and a high velocity range of the spread of phase transitions. This distinction labels the phenomenon but does not explain it. In this report we explore the analysis of these phenomena using concepts of energy dissipation, the maintenance by cortex of multiple ground states corresponding to AM patterns, and the exclusive selection by spontaneous breakdown of symmetry (SBS) of single states in sequences.Comment: 31 page

EXPERIMENTAL-COMPUTATIONAL ANALYSIS OF VIGILANCE DYNAMICS FOR APPLICATIONS IN SLEEP AND EPILEPSY

Epilepsy is a neurological disorder characterized by recurrent seizures. Sleep problems can cooccur with epilepsy, and adversely affect seizure diagnosis and treatment. In fact, the relationship between sleep and seizures in individuals with epilepsy is a complex one. Seizures disturb sleep and sleep deprivation aggravates seizures. Antiepileptic drugs may also impair sleep quality at the cost of controlling seizures. In general, particular vigilance states may inhibit or facilitate seizure generation, and changes in vigilance state can affect the predictability of seizures. A clear understanding of sleep-seizure interactions will therefore benefit epilepsy care providers and improve quality of life in patients. Notable progress in neuroscience research—and particularly sleep and epilepsy—has been achieved through experimentation on animals. Experimental models of epilepsy provide us with the opportunity to explore or even manipulate the sleep-seizure relationship in order to decipher different aspects of their interactions. Important in this process is the development of techniques for modeling and tracking sleep dynamics using electrophysiological measurements. In this dissertation experimental and computational approaches are proposed for modeling vigilance dynamics and their utility demonstrated in nonepileptic control mice. The general framework of hidden Markov models is used to automatically model and track sleep state and dynamics from electrophysiological as well as novel motion measurements. In addition, a closed-loop sensory stimulation technique is proposed that, in conjunction with this model, provides the means to concurrently track and modulate 3 vigilance dynamics in animals. The feasibility of the proposed techniques for modeling and altering sleep are demonstrated for experimental applications related to epilepsy. Finally, preliminary data from a mouse model of temporal lobe epilepsy are employed to suggest applications of these techniques and directions for future research. The methodologies developed here have clear implications the design of intelligent neuromodulation strategies for clinical epilepsy therapy

Models of human sleep regulation

Non-REM sleep deprivation and REM sleep deprivation both lead to specific rebounds, suggesting that these states fulfil physiological needs. In view of impaired performance after sleep deprivation, a recovery function of sleep seems likely. The timing of this recovery is restricted to a narrow time interval within the 24 hour day, i.e. the night. Generally, nocturnal sleep in humans is considered a consequence of the impact of the circadian pacemaker in the hypothalamus on sleep propensity. The interaction between the homeostatic recovery process and the circadian pacemaker has been modelled in the two-process model of sleep regulation. This model is used as a starting point in the present review. A series of refinements and several alternative models are discussed, both with respect to the quality of fit of theory and data, as well as with respect to the concepts behind the models

Sleep monitoring techniques within Intensive Care

Sleep is an essential biological function that provides important restorative psycho-physiological processes. Patients in the Intensive Care Unit are highly vulnerable to sleep disturbance which can protract their recovery. Despite sleep disturbance being widely acknowledged amongst this patient cohort, the ability to make significant changes to minimise the burden of sleep deprivation remains a challenge. This is further compounded by the difficulties faced by clinicians to identify and implement accurate and feasible sleep monitoring techniques in the intensive care. Whilst objective, behavioural and subjective methods of sleep assessment exist, all have specific limitations when applied to critically ill patients. In an attempt to illuminate these issues, current sleep monitoring techniques are appraised