Virtual Reality Games for Motor Rehabilitation

This paper presents a fuzzy logic based method to track user satisfaction without the need for devices to monitor users physiological conditions. User satisfaction is the key to any product’s acceptance; computer applications and video games provide a unique opportunity to provide a tailored environment for each user to better suit their needs. We have implemented a non-adaptive fuzzy logic model of emotion, based on the emotional component of the Fuzzy Logic Adaptive Model of Emotion (FLAME) proposed by El-Nasr, to estimate player emotion in UnrealTournament 2004. In this paper we describe the implementation of this system and present the results of one of several play tests. Our research contradicts the current literature that suggests physiological measurements are needed. We show that it is possible to use a software only method to estimate user emotion

International Conference on Education

UBT Annual International Conference is the 11th international interdisciplinary peer reviewed conference which publishes works of the scientists as well as practitioners in the area where UBT is active in Education, Research and Development. The UBT aims to implement an integrated strategy to establish itself as an internationally competitive, research-intensive university, committed to the transfer of knowledge and the provision of a world-class education to the most talented students from all background. The main perspective of the conference is to connect the scientists and practitioners from different disciplines in the same place and make them be aware of the recent advancements in different research fields, and provide them with a unique forum to share their experiences. It is also the place to support the new academic staff for doing research and publish their work in international standard level. This conference consists of sub conferences in different fields like: Art and Digital Media Agriculture, Food Science and Technology Architecture and Spatial Planning Civil Engineering, Infrastructure and Environment Computer Science and Communication Engineering Dental Sciences Education and Development Energy Efficiency Engineering Integrated Design Information Systems and Security Journalism, Media and Communication Law Language and Culture Management, Business and Economics Modern Music, Digital Production and Management Medicine and Nursing Mechatronics, System Engineering and Robotics Pharmaceutical and Natural Sciences Political Science Psychology Sport, Health and Society Security Studies This conference is the major scientific event of the UBT. It is organizing annually and always in cooperation with the partner universities from the region and Europe. We have to thank all Authors, partners, sponsors and also the conference organizing team making this event a real international scientific event. Edmond Hajrizi, President of UBT UBT – Higher Education Institutio

The Impact and Transformation of Artificial Intelligence

There is never a lack of fascinating new research in the field of artificial intelligence, and this study is by no means an exhaustive account of the advancements made in the last ten years. There are numerous fields in AI. A lot of the information covered in this study could be applied to the creation of powerful artificial intelligence. It is essential to create a computer that can understand the underlying meanings of the words since this permits more conversational and accurate translation. Exciting studies are being conducted on the use of audio and visual cues to identify human emotions. In particular, this paper provides a thorough overview of recent developments in the field of artificial intelligence and its applications. A beginner to the subject of artificial intelligence is the target audience for this paper. It also serves to remind the researchers of certain previously mentioned challenges. This review article defines artificial intelligence in general and explores its impact on both the present and the future. This review covers the fundamental concepts of artificial intelligence and machine learning

Focal Spot, Spring 1987

https://digitalcommons.wustl.edu/focal_spot_archives/1045/thumbnail.jp

INTEGRATION OF INTERNET OF THINGS AND HEALTH RECOMMENDER SYSTEMS

The Internet of Things (IoT) has become a part of our lives and has provided many enhancements to day-to-day living. In this project, IoT in healthcare is reviewed. IoT-based healthcare is utilized in remote health monitoring, observing chronic diseases, individual fitness programs, helping the elderly, and many other healthcare fields. There are three main architectures of smart IoT healthcare: Three-Layer Architecture, Service-Oriented Based Architecture (SoA), and The Middleware-Based IoT Architecture. Depending on the required services, different IoT architecture are being used. In addition, IoT healthcare services, IoT healthcare service enablers, IoT healthcare applications, and IoT healthcare services focusing on Smartwatch are presented in this research. Along with IoT in smart healthcare, Health Recommender Systems integration with IoT is important. Main Recommender Systems including Content-based filtering, Collaborative-based filtering, Knowledge-based filtering, and Hybrid filtering with machine learning algorithms are described for the Health Recommender Systems. In this study, a framework is presented for the IoT-based Health Recommender Systems. Also, a case is investigated on how different algorithms can be used for Recommender Systems and their accuracy levels are presented. Such a framework can help with the health issues, for example, risk of going to see the doctor during pandemic, taking quick actions in any health emergencies, affordability of healthcare services, and enhancing the personal lifestyle using recommendations in non-critical conditions. The proposed framework can necessitate further development of IoT-based Health Recommender Systems so that people can mitigate their medical emergencies and live a healthy life

Annual Report of Undergraduate Research Fellows from August 2014 to May 2015

Annual Report of Undergraduate Research Fellows from August 2014 to May 2015

Early years practitioner beliefs about digital media: from pedagogical incompatibility to new pedagogy

This dissertation reports research that investigated the integration of technology into early years pedagogy. The work contributes to knowledge about teaching and learning in the early years in the context of the pedagogical challenges practitioners face when integrating technology. The theoretical framework for the study combined theories of activity theory and learning ecologies. The methodology was framed by educational design research. Collaborative design was adopted by the researcher and a primary-school nursery teacher to develop and implement an intervention in her classroom, focussing on the integration of digital media in teacher-to-children, and peer-to-peer interactions. Ongoing reflective dialogue facilitated the collaborative nature of this study and supported the adoption of new practices. Research data included video observations of the children, the teacher and other practitioners. The data sets also included interviews and reflective discussions with the teacher, and scrutiny of classroom planning documents. Qualitative data analysis involved thematic analysis to identify key factors that were related to changes in teacher beliefs and pedagogy across the phases of the design research. Iterative cycles of the intervention were designed and implemented in collaboration with the teacher. This resulted in the development of teaching and learning strategies to integrate digital media into free-flow play and into directed teaching. The developments required the reconstruction of some practitioner beliefs about the value of digital technologies in early education. The study findings suggest professional development should address practitioner beliefs about digital media and early years pedagogy, and provide time and space for reflection. The research makes an original contribution to knowledge about the integration of digital media into early years classroom pedagogy, including in-depth understanding of the potential barriers and gateways between practitioner beliefs about new technologies and their uptake in the classroom, and the processes of bringing about change through appropriate intervention and reflection

EcoMOBILE – Designing for contextualized STEM learning using mobile technologies and augmented reality

The ubiquity of mobile technologies can unlock new opportunities for “anytime, anywhere” learning, and some argue that portable mobile platforms will inherently lead to more contextualized learning experiences. However, the meaning of contextualization and how to achieve it in mobile designs bears further examination, as the greater the level of contextualization, the more difficult it may be to scale mobile designs. Context is a product of the interaction among learners, the personal, social and physical resources at hand, and mobile technologies. We examine how, through the affordances of mobile technologies, designers might emphasize different aspects of social and physical context in order to support learning. In particular, augmented reality enables students to interact—via mobile wireless devices—with virtual information, visualizations, and simulations superimposed on real-world physical landscapes. The EcoMOBILE activity considered here involved student participation in an outdoor field trip near their school using mobile broadband devices running augmented reality software. We present a case study highlighting two designs focused on a similar middle- grades science learning goal of exploring the local watershed – a place-dependent, collaborative design (“Take a Tour”) and a place-independent, individual design (“Follow the Flow”). We implemented these designs with two different teachers each with four classes of students. We present detailed comparison of the design logic and features of each experience, and a summary of feedback from interviews and student focus groups with attention to feelings of contextualization, engagement and support for learning. Our results showed little difference in student comments related to the contextualization of the experience, which suggests that carefully constructed, yet minimalist designs may support a perception of contextualization that comes from the perspective of the user rather than from the device. A place-independent mobile learning experience may, with minimal modification, be used in a location other than the one in which it was designed, and may still have positive effects on feelings of contextualization, engagement and support for learning among participants