A Software Radio Challenge Accelerating Education and Innovation in Wireless Communications

This Innovative Practice Full Paper presents our methodology and tools for introducing competition in the electrical engineering curriculum to accelerate education and innovation in wireless communications. Software radio or software-defined radio (SDR) enables wireless technology, systems and standards education where the student acts as the radio developer or engineer. This is still a huge endeavor because of the complexity of current wireless systems and the diverse student backgrounds. We suggest creating a competition among student teams to potentiate creativity while leveraging the SDR development methodology and open-source tools to facilitate cooperation. The proposed student challenge follows the European UEFA Champions League format, which includes a qualification phase followed by the elimination round or playoffs. The students are tasked to build an SDR transmitter and receiver following the guidelines of the long-term evolution standard. The metric is system performance. After completing this course, the students will be able to (1) analyze alternative radio design options and argue about their benefits and drawbacks and (2) contribute to the evolution of wireless standards. We discuss our experiences and lessons learned with particular focus on the suitability of the proposed teaching and evaluation methodology and conclude that competition in the electrical engineering classroom can spur innovation.Comment: Frontiers in Education 2018 (FIE 2018

The use of game modes to promote engagement and social involvement in multi-user serious games: a within-person randomized trial with stroke survivors

Serious games are promising for stroke rehabilitation, with studies showing a positive impact on reducing motor and cognitive defcits. However, most of the evidence is in the context of single-user rehabilitation, and little is known concerning the impact in multi-user settings. This study evaluates the impact that diferent game modes can have on engagement and social involvement during a two-user game. Specifcally, we want to under stand the benefts of game modalities based on competition, co-activation, and collaboration and analyze the infu ence of diferent motor and cognitive defcits and personality traits. Methods: We developed a two-player setup—using tangible objects and a large screen interactive table—for upper limb rehabilitation purposes. We implemented a game that, while keeping the same basic mechanics, can be played in the three diferent modes (Competitive, Co-active, and Collaborative). We ran a within-person randomized study with 21 stroke survivors that were paired and played the game in its three versions. We used the Game Experi ence Questionnaire—Core Module to assess engagement and the Social Presence Module to assess Social Involve ment. For personality, motor, and cognitive function, users answered the International Personality Item Pool (short version), Fugl-Meyer Assessment—Upper Extremity, Modifed Ashworth Scale, and Montreal Cognitive Assessment, respectively. Results: The Collaborative mode promoted signifcantly more Behavioral Involvement. The Competitive mode pro moted more Flow and Challenge than the Co-active mode with participants with better cognitive performance, with low extraversion, or with higher motor skills. Participants with higher cognitive defcits reported more Competence with the Co-active mode. Conclusions: Our results indicate that, for multi-user motor rehabilitation settings, the collaborative mode is the more appropriate gaming approach to promote social involvement, showing a high potential for increasing adher ence and efectiveness of therapy. Additionally, we show that a player’s motor and cognitive ability and personality should be considered when designing personalized tasks for multiplayer settings.info:eu-repo/semantics/publishedVersio

EU and OECD benchmarking and peer review compared

Benchmarking and peer review are essential elements of the so-called EU open method of coordination (OMC) which has been contested in the literature for lack of effectiveness. In this paper we compare benchmarking and peer review procedures as used by the EU with those used by the OECD. Different types of benchmarking and peer review are distinguished and pitfalls for (international) benchmarking are discussed. We find that the OECD has a clear single objective for its benchmarking and peer review activities (i.e. horizontal policy transfers) whereas the EU suffers from a mix of objectives (a. horizontal policy learning; b. EU wide vertical policy coordination and c. multilateral monitoring and surveillance under the shadow of hierarchy). Whereas the OECD is able to skirt around most of the benchmarking pitfalls, this is not the case for the EU. It is argued that, rather than continue working with the panacea OMC benchmarking and peer review currently represents, EU benchmarking should take a number of more distinct shapes in order to improve effectiveness. Moreover, in some areas benchmarking and peer review are not sufficient coordination tools, and are at best additional to those means of coordination that include enforceable sanctions

Multi-user Touch Surfaces to Promote Social Participation and Self-efficacy in Upper-limb Stroke Rehabilitation

This thesis addresses the growing incidence of stroke and its impact on long-term disability, emphasizing the importance of post-stroke rehabilitation. Predicting a 34% increase in stroke cases by 2025, this work focuses on factors affecting post-stroke motor rehabilitation, such as depressive symptoms, while recognizing the role of social participation and self-efficacy in modulating these outcomes. To tackle these challenges, we propose the use of a multi-user interactive table for upper limb rehabilitation. This innovative approach involves detecting objects of various sizes and shapes as interfaces for serious games, fostering collective therapeutic activities targeting motor rehabilitation, depressive symptoms, social participation, and self-efficacy. Four exploratory studies informed the development of the interactive table. The studies determined game mechanics, object types, and game features. Three game modes (competitive, co-active, and collaborative) were explored, with the collaborative mode showing higher social engagement and more positive outcomes. Subsequent studies involving stroke survivors confirmed the effectiveness of collaborative gameplay. Feasibility, engagement, and usability were tested using objects of different sizes and shapes, revealing insights into task performance, grasping, and task complexity adjustments. The developed interactive table accommodates up to four participants, using top down object shape tracking and a multi-touch panel. Four serious games were designed to target specific upper limb skills, played in collaborative mode with incorporated features to enhance the overall experience. A pilot study with 12 stroke survivors over four weeks demonstrated significant improvements in motor outcomes, including range of motion, dexterity, strength, and coordination. The participants reported high enjoyment and interest in the system, with good usability scores. The study suggests that a group-based holistic motor rehabilitation approach, as presented, holds potential for enhancing motor outcomes by promoting social interaction and self-efficacy. These results indicate the viability of the proposed system as a promising solution for stroke rehabilitation.Esta tese aborda a crescente incidência do AVC e o seu impacto na funcionalidade a longo prazo, realçando a importância da reabilitação pós-AVC. Prevendo-se um aumento de 34% nos casos de AVC até 2025, este trabalho foca-se em fatores que afetam a reabilitação motora pós-AVC, como os sintomas depressivos, reconhecendo o papel da participação social e do sentimento de auto-eficácia na nestes sintomas. Para enfrentar esses desafios, propomos o uso de uma mesa interativa multi utilizador para reabilitação dos membros superiores. Esta abordagem inovadora envolve a deteção de objetos de vários tamanhos e formas como interfaces para os jogos sérios, permitindo atividades terapêuticas em grupo direcionadas à reabilitação motora, sintomas depressivos, participação social e autoeficácia. Quatro estudos exploratórios suportaram o desenvolvimento da mesa interativa, determinando mecânicas de jogo, tipos de objetos e recursos do jogo. Três modos de jogo (competitivo, co-ativo e colaborativo) foram investigados, com o modo colaborativo mostrando maior envolvimento social e resultados mais positivos. Estudos subsequentes envolvendo sobreviventes de AVC confirmaram a eficácia do jogo colaborativo. Viabilidade, envolvimento e usabilidade foram testados usando objetos de diferentes tamanhos e formas, revelando insights importantes relativos ao desempenho nas tarefas, preensões e ajustes de complexidade da tarefa. A mesa interativa desenvolvida acomoda até quatro participantes, e permite a deteção de objectos para serem usados como interfaces e um painel multi-toque. Quatro jogos sérios foram projetados para reabilitar competências específicas dos membros superiores, desenhados para serem jogados em modo colaborativo e com recursos incorporados para potenciar o processo de reabilitação e a experiência do utilizador. Um estudo piloto com 12 sobreviventes de AVC ao longo de quatro semanas, demonstrou melhorias significativas nos resultados motores, nomeadamente amplitude de movimento, destreza, força e coordenação. Os participantes reportaram níveis altos de prazer e interesse no sistema, e pontuações de usabilidade promissoras. Este trabalho sugere que uma abordagem de reabilitação motora holística e em grupo, como apresentada, tem potencial para melhorar os resultados motores promovendo a interação social e o sentimento de auto-eficácia. Estes resultados sugerem a viabilidade do sistema proposto como uma solução promissora para a reabilitação motora no AVC

The gamification of learning: a meta-analysis

This meta-analysis was conducted to systematically synthesize research findings on effects of gamification on cognitive, motivational, and behavioral learning outcomes. Results from random effects models showed significant small effects of gamification on cognitive (g = .49, 95% CI [0.30, 0.69], k = 19, N = 1686), motivational (g = .36, 95% CI [0.18, 0.54], k = 16, N = 2246), and behavioral learning outcomes (g = .25, 95% CI [0.04, 0.46], k = 9, N = 951). Whereas the effect of gamification on cognitive learning outcomes was stable in a subsplit analysis of studies employing high methodological rigor, effects on motivational and behavioral outcomes were less stable. Given the heterogeneity of effect sizes, moderator analyses were conducted to examine inclusion of game fiction, social interaction, learning arrangement of the comparison group, as well as situational, contextual, and methodological moderators, namely, period of time, research context, randomization, design, and instruments. Inclusion of game fiction and social interaction were significant moderators of the effect of gamification on behavioral learning outcomes. Inclusion of game fiction and combining competition with collaboration were particularly effective within gamification for fostering behavioral learning outcomes. Results of the subsplit analysis indicated that effects of competition augmented with collaboration might also be valid for motivational learning outcomes. The results suggest that gamification as it is currently operationalized in empirical studies is an effective method for instruction, even though factors contributing to successful gamification are still somewhat unresolved, especially for cognitive learning outcomes

Towards Informed Exploration for Deep Reinforcement Learning

In this thesis, we discuss various techniques for improving exploration for deep reinforcement learning. We begin with a brief review of reinforcement learning (RL) and the fundamental v.s. exploitation trade-off. Then we review how deep RL has improved upon classical and summarize six categories of the latest exploration methods for deep RL, in the order increasing usage of prior information. We then explore representative works in three categories discuss their strengths and weaknesses. The first category, represented by Soft Q-learning, uses regularization to encourage exploration. The second category, represented by count-based via hashing, maps states to hash codes for counting and assigns higher exploration to less-encountered states. The third category utilizes hierarchy and is represented by modular architecture for RL agents to play StarCraft II. Finally, we conclude that exploration by prior knowledge is a promising research direction and suggest topics of potentially impact

Playful interaction for learning collaboratively and individually

Playful interactions facilitate the development of engaging applications for different purposes. This aspect is very important for serious games, and especially when these games are for children. Another aspect to consider is the interaction among children, which could be a great reinforcement in learning environments. Children enjoy playing, and they like playing with other children. This relationship could encourage their motivation and their learning outcomes. In this paper, a playful interaction system for learning about a period of history is presented. The interaction of the system was achieved using natural gestures and the visuali-zation was autostereoscopic. A study was carried out to determine whether their learning outcomes were greater playing collabo-ratively or playing individually. Forty six children from 7 to 10 years old participated in the study. The analysis of the pre-tests and the post-tests indicate that the children increased their knowledge about historical periods after playing with the two modes. Therefore, the game could be used as an effective transmitter of knowledge both collaboratively and individually. When the post-knowledge scores for the two modes were compared, statistically significant differences were found in favor of the collaborative mode. Therefore, the collaborative mode facilitates learning to a greater extent than the individual mode. The rest of the questions indicated that the children had a lot of fun while playing the game; they found the game easy to play; they would recommend the game to their friends; and they scored the game as a mean of 9.57 over 10. Finally, we believe that the combination of playful interaction and autostereoscopy is an option that should be exploited not only for the development of computer-supported learning systems, but also for the development of systems for different purposesThis work was funded by the Spanish APRENDRA project (TIN2009-14319-C02-01).Martín San José, JF.; Juan Lizandra, MC.; Torres, E.; Vicent López, MJ. (2014). Playful interaction for learning collaboratively and individually. Journal of Ambient Intelligence and Smart Environments. 6(3):295-311. https://doi.org/10.3233/AIS-140257S2953116