An active tangible user interface framework for teaching and learning artificial intelligence

Interactive and tangible computing platforms have garnered increased interest in the pursuit of embedding active learning pedagogies within curricula through educational technologies. Whilst Tangible User Interface (TUI) systems have successfully been developed to edutain children in various research, TUI architectures have seen limited deployment in more complex and abstract domains. In light of these limitations, this paper proposes an active TUI framework that addresses the challenges experienced in teaching and learning artificial intelligence (AI) within higher educational institutions. The proposal extends an aptly designed tabletop TUI architecture with the novel interactive paradigm of active tangible manipulatives to provide a more engaging and effective user interaction. The paper describes the deployment of the proposed TUI framework within an undergraduate laboratory session to aid in the teaching and learning of artificial neural networks. The experiment is assessed against currently adopted educational computer software and the obtained results highlight the potential of the proposed TUI framework to augment students’ gain in knowledge and understanding of abstracted threshold concepts in higher education

A multilevel model for movement rehabilitation in Traumatic Brain Injury (TBI) using virtual environments

This paper presents a conceptual model for movement rehabilitation of traumatic brain injury (TBI) using virtual environments. This hybrid model integrates principles from ecological systems theory with recent advances in cognitive neuroscience, and supports a multilevel approach to both assessment and treatment. Performance outcomes at any stage of recovery are determined by the interplay of task, individual, and environmental/contextual factors. We argue that any system of rehabilitation should provide enough flexibility for task and context factors to be varied systematically, based on the current neuromotor and biomechanical capabilities of the performer or patient. Thus, in order to understand how treatment modalities are to be designed and implemented, there is a need to understand the function of brain systems that support learning at a given stage of recovery, and the inherent plasticity of the system. We know that virtual reality (VR) systems allow training environments to be presented in a highly automated, reliable, and scalable way. Presentation of these virtual environments (VEs) should permit movement analysis at three fundamental levels of behaviour: (i) neurocognitive bases of performance (we focus in particular on the development and use of internal models for action which support adaptive, on-line control); (ii) movement forms and patterns that describe the patients' movement signature at a given stage of recovery (i.e, kinetic and kinematic markers of movement proficiency), (iii) functional outcomes of the movement. Each level of analysis can also map quite seamlessly to different modes of treatment. At the neurocognitive level, for example, semi-immersive VEs can help retrain internal modeling processes by reinforcing the patients' sense of multimodal space (via augmented feedback), their position within it, and the ability to predict and control actions flexibly (via movement simulation and imagery training). More specifically, we derive four - key therapeutic environment concepts (or Elements) presented using VR technologies: Embodiment (simulation and imagery), Spatial Sense (augmenting position sense), Procedural (automaticity and dual-task control), and Participatory (self-initiated action). The use of tangible media/objects, force transduction, and vision-based tracking systems for the augmentation of gestures and physical presence will be discussed in this context

Perception and control of rotorcraft flight

Three topics which can be applied to rotorcraft flight are examined: (1) the nature of visual information; (2) what visual information is informative about; and (3) the control of visual information. The anchorage of visual perception is defined as the distribution of structure in the surrounding optical array or the distribution of optical structure over the retinal surface. A debate was provoked about whether the referent of visual event perception, and in turn control, is optical motion, kinetics, or dynamics. The interface of control theory and visual perception is also considered. The relationships among these problems is the basis of this article

Learning the figure 8 knot and social materiality in 7 to 9 years-old children

The execution of knots requires specific mental processes (Cross et al., 2017). Their learning can occur in isolation (S) or in the context of social materiality (SM), with functional and cultural association (Scanlon, 2016). The aim of the study is to verify if cultural contextualization favors knot learning.The sample consists of 16 children (8.37±0.72 years old, ♀= 7), without knowledge of the figure eight-knot (Cross et al., 2012), and each group (S and SM) comes from distinct schools. Informed consent was obtained. Acquisition (A) test was made through video from the own perspective (Garland & Sanchez, 2013), with the possibility, by request, of intercalated visualizations (Jackson, 2016), until 3 consecutive successes were achieved. The following week, the Retention test (R) was performed, in which the knot was requested without viewing the video, and the Transfer test (T), to tie a new knot. All collections were performed individually without the presence of other children in the room.In A, more views (V) and more total time (TT) in the SM group may result from higher involvement constraints (social materiality); however, between A and R, these constraints provided this group with a significant reduction in the number of attempts and TT; and, between A and T, the number of V. For S group, in T, the inverse associations of age with the TT and with the number of attempts (contrasting significant direct associations of the attempts in A and V in the T, and the trials in R and T, in the SM group), reveal a greater dependence on intrinsic constraints (age). Altogether, the results partially support the hypothesis of social materiality positive constraints in learning eight-knot, for this sample between 7 and 9 years of age.info:eu-repo/semantics/publishedVersio

Aerospace Medicine and Biology: A continuing bibliography with indexes, supplement 192

This bibliography lists 247 reports, articles, and other documents introduced into the NASA scientific and technical information system in March 1979

Investigation and development of a tangible technology framework for highly complex and abstract concepts

The ubiquitous integration of computer-supported learning tools within the educational domain has led educators to continuously seek effective technological platforms for teaching and learning. Overcoming the inherent limitations of traditional educational approaches, interactive and tangible computing platforms have consequently garnered increased interest in the pursuit of embedding active learning pedagogies within curricula. However, whilst Tangible User Interface (TUI) systems have been successfully developed to edutain children in various research contexts, TUI architectures have seen limited deployment towards more advanced educational pursuits. Thus, in contrast to current domain research, this study investigates the effectiveness and suitability of adopting TUI systems for enhancing the learning experience of abstract and complex computational science and technology-based concepts within higher educational institutions (HEI)s. Based on the proposal of a contextually apt TUI architecture, the research describes the design and development of eight distinct TUI frameworks embodying innovate interactive paradigms through tabletop peripherals, graphical design factors, and active tangible manipulatives. These computationally coupled design elements are evaluated through summative and formative experimental methodologies for their ability to aid in the effective teaching and learning of diverse threshold concepts experienced in computational science. In addition, through the design and adoption of a technology acceptance model for educational technology (TAM4Edu), the suitability of TUI frameworks in HEI education is empirically evaluated across a myriad of determinants for modelling students’ behavioural intention. In light of the statistically significant results obtained in both academic knowledge gain (μ = 25.8%) and student satisfaction (μ = 12.7%), the study outlines the affordances provided through TUI design for various constituents of active learning theories and modalities. Thus, based on an empirical and pedagogical analyses, a set of design guidelines is defined within this research to direct the effective development of TUI design elements for teaching and learning abstract threshold concepts in HEI adaptations

Vertical flight training: An overview of training and flight simulator technology with emphasis on rotary-wing requirements

The principal purpose of this publication is to provide a broad overview of the technology that is relevant to the design of aviation training systems and of the techniques applicable to the development, use, and evaluation of those systems. The issues addressed in our 11 chapters are, for the most part, those that would be expected to surface in any informed discussion of the major characterizing elements of aviation training systems. Indeed, many of the same facets of vertical-flight training discussed were recognized and, to some extent, dealt with at the 1991 NASA/FAA Helicopter Simulator Workshop. These generic topics are essential to a sound understanding of training and training systems, and they quite properly form the basis of any attempt to systematize the development and evaluation of more effective, more efficient, more productive, and more economical approaches to aircrew training. Individual chapters address the following topics: an overview of the vertical flight industry: the source of training requirements; training and training schools: meeting current requirements; training systems design and development; transfer of training and cost-effectiveness; the military quest for flight training effectiveness; alternative training systems; training device manufacturing; simulator aero model implementation; simulation validation in the frequency domain; cockpit motion in helicopter simulation; and visual space perception in flight simulators

07171 Abstracts Collection -- Visual Computing -- Convergence of Computer Graphics and Computer Vision

From 22.04. to 27.04.2007, the Dagstuhl Seminar 07171 ``Visual Computing - Convergence of Computer Graphics and Computer Vision\u27\u27 was held in the International Conference and Research Center (IBFI), Schloss Dagstuhl. During the seminar, several participants presented their current research, and ongoing work and open problems were discussed. Abstracts of the presentations given during the seminar as well as abstracts of seminar results and ideas are put together in this paper. The first section describes the seminar topics and goals in general. Links to extended abstracts or full papers are provided, if available