ISAR: Ein Autorensystem für Interaktive Tische

Developing augmented reality systems involves several challenges, that prevent end users and experts from non-technical domains, such as education, to experiment with this technology. In this research we introduce ISAR, an authoring system for augmented reality tabletops targeting users from non-technical domains. ISAR allows non-technical users to create their own interactive tabletop applications and experiment with the use of this technology in domains such as educations, industrial training, and medical rehabilitation.Die Entwicklung von Augmented-Reality-Systemen ist mit mehreren Herausforderungen verbunden, die Endbenutzer und Experten aus nicht-technischen Bereichen, wie z.B. dem Bildungswesen, daran hindern, mit dieser Technologie zu experimentieren. In dieser Forschung stellen wir ISAR vor, ein Autorensystem für Augmented-Reality-Tabletops, das sich an Benutzer aus nicht-technischen Bereichen richtet. ISAR ermöglicht es nicht-technischen Anwendern, ihre eigenen interaktiven Tabletop-Anwendungen zu erstellen und mit dem Einsatz dieser Technologie in Bereichen wie Bildung, industrieller Ausbildung und medizinischer Rehabilitation zu experimentieren

A computational approach to gestural interactions of the upper limb on planar surfaces

There are many compelling reasons for proposing new gestural interactions: one might want to use a novel sensor that affords access to data that couldn’t be previously captured, or transpose a well-known task into a different unexplored scenario. After an initial design phase, the creation, optimisation or understanding of new interactions remains, however, a challenge. Models have been used to foresee interaction properties: Fitts’ law, for example, accurately predicts movement time in pointing and steering tasks. But what happens when no existing models apply? The core assertion to this work is that a computational approach provides frameworks and associated tools that are needed to model such interactions. This is supported through three research projects, in which discriminative models are used to enable interactions, optimisation is included as an integral part of their design and reinforcement learning is used to explore motions users produce in such interactions

Review of the Augmented Reality Systems for Shoulder Rehabilitation

Literature shows an increasing interest for the development of augmented reality (AR) applications in several fields, including rehabilitation. Current studies show the need for new rehabilitation tools for upper extremity, since traditional interventions are less effective than in other body regions. This review aims at: Studying to what extent AR applications are used in shoulder rehabilitation, examining wearable/non-wearable technologies employed, and investigating the evidence supporting AR effectiveness. Nine AR systems were identified and analyzed in terms of: Tracking methods, visualization technologies, integrated feedback, rehabilitation setting, and clinical evaluation. Our findings show that all these systems utilize vision-based registration, mainly with wearable marker-based tracking, and spatial displays. No system uses head-mounted displays, and only one system (11%) integrates a wearable interface (for tactile feedback). Three systems (33%) provide only visual feedback; 66% present visual-audio feedback, and only 33% of these provide visual-audio feedback, 22% visual-audio with biofeedback, and 11% visual-audio with haptic feedback. Moreover, several systems (44%) are designed primarily for home settings. Three systems (33%) have been successfully evaluated in clinical trials with more than 10 patients, showing advantages over traditional rehabilitation methods. Further clinical studies are needed to generalize the obtained findings, supporting the effectiveness of the AR applications

Kaasaegsete kognitiivsete ja sotsiaalsete sekkumistehnikate loomine pediaatrilises neurorehabilitatsioonis ajukahjustusega lastel

Väitekirja elektrooniline versioon ei sisalda publikatsiooneOmandatud ajukahjustusega lapsed vajavad kaasuva kognitiivse ja sotsiaalse defitsiidi diagnostikat ja rehabilitatsiooni, mis on oluline lapse akadeemilise edukuse ja elukvaliteedi parandamisel. Neurorehabilitatsioon on plaanipärane sekkumine, mille eesmärk on kompenseerida või kergendada ajukahjustusest põhjustatud defitsiiti. Antud doktoritöö eesmärk oli uute arvutipõhiste meetodite kasutuselevõtmine omandatud ajukahjustusega laste kognitiivses ja sotsiaalses neurorehabilitatioonis. Treeningdisainid loodi tähelepanu, ruumitaju ja sotsiaalse kompetentsi häirete raviks. Uuringus osales 59 epilepsia, ajutrauma või tikkide diagnoosiga ja 47 tervet kontrollgrupi last vanuses 8–12 aastat. Patsiendid läbisid rehabilitatsiooni (10 treeningut) koos eelneva ja treeningujärgse testimisega. Tähelepanu ja ruumitaju treeningus kasutati arvutipõhist ForamenRehab lastele kohandatud programmi väljatöötatud treeningprotokollidega. Sotsiaalsete häirete raviks loodi esmalt struktureeritud neurorehabilitatsiooni mudel, mis koosnes sotsiaalse kompetentsi olulistest komponentidest, nende hindamismeetoditest ja rehabilitatsiooni vahenditest: puutetundlikud lauad Snowflake Multiteach Tabletop ja Diamond Touch Table, ning virtuaalreaalsuse keskkonnad. Tulemusena esines patsientidel treeningu eelselt väljendunud tähelepanu, ruumitaju ja sotsiaalse kompetentsi defitsiit. Arvutipõhised ja virtuaalreaalsuse programmid olid efektiivsed kognitiivsete häirete ravis. Patsientidel esines treeningute järgselt oluline paranemine kahes tähelepanu komponendis (tähelepanu jagamine ja seiramine) ja kolmes ruumitaju komponendis (visuaal-konstruktiivsed võimed, visuaalne tähelepanu ja nägemis-ruumitaju) ning raviefekt oli säilinud järeltestimisel 1,3 aastat hiljem. Sotsiaalse rehabilitatsiooni järgselt paranesid oluliselt patsientide vaimuteooria (Theory of Mind) ja emotsioonide äratundmine, kasutati rohkem koostööoskuseid, verbaalset ja mitteverbaalset kommunikatsiooni ning pragmaatika oskuseid. Uuringute tugevuseks oli sajaprotsendiline ravisoostumus ning positiivne tagasiside. Olulised on töö käigus välja töötatud teaduspõhised sekkumisprotokollid ja uued tehnoloogiapõhised rehabilitatsioonimeetodid häirunud funktsioonide spetsiifiliseks raviks lastel.Children with acquired brain injury (ABI) need diagnosis of accompanying cognitive and socio-emotional deficits and neurorehabilitation to enhance their future academic success and quality of life. Neurorehabilitation is a systematic intervention designed to compensate for or remediate the impairments caused by brain injury. The main aim of the thesis was implementing new computer-based programs, multitouch-multiuser tabletops and virtual reality in cognitive and social neurorehabilitation for children with ABI. Rehabilitation designs were developed for the treatment of attention, visuospatial, and social competence deficits. 59 children aged 8–12 years with ABI diagnosis (epilepsy, traumatic brain injury or tic disorder) and 47 healthy controls participated. Study group patients completed 10 training sessions guided by therapists. Pre-intervention assessments, and outcome assessments immediately and 1.31 years after the rehabilitation were carried out. ForamenRehab computer-programme was adapted to children and intervention protocols were created for attention and visuospatial function remediation. For social deficit remediation, the structured neurorehabilitation model was created, composed of the main components of social competence with evaluation and intervention tools: Snowflake Multiteach Tabletop, Diamond Touch Table and virtual reality programmes. Pre-intervention assessments showed that children with ABI had significant deficits in attention, visuospatial abilities and social competence functions. Computer-based and virtual reality programs were effective in the remediation of cognitive deficits in patients. After training, the patients had improved performance in two attention (complex attention and tracking) and three visuospatial components (visual organization, visual attention and visuospatial perception). The positive training effect had preserved after 1.3 years in follow-up assessments. Additionally, after social deficit rehabilitation, the patients showed improvements in Theory of Mind and emotion recognition, and they used more cooperation, communication, and pragmatic skills. The patients’ compliance was 100% and feedback was positive for all three interventions. In sum, the developed evidence-based intervention protocols and new technology-based rehabilitation methods are important in the remediation of specific cognitive deficits in children.https://www.ester.ee/record=b528718

A novel tangible interaction authoring tool for creating educational activities: analysis of its acceptance by educators

The creation of applications based on tangible interaction (TI applications), particularly on tabletops, is a developing area that requires the collaboration of professionals with expert knowledge in specific domains. Having an authoring tool that facilitates interdisciplinary intervention in the design and implementation of such applications is a current challenge to bring TI to different contexts. This article presents an authoring tool (named EDIT) and analyzes its acceptance by educators for creating educational activities. The novelty of the tool lies in the possibility of creating projects with a schedule of educational activities, sequenced as required for a group of students. In addition, it has specific characteristics for the educational scenario, such as the personalization of feedback and the meta-annotation of projects. Sessions were held with educators (n = 38) to analyze variables related to the Technology Acceptance Model (such as perceived usefulness and perceived ease of use) when creating TI educational activities on tabletops using the EDIT tool. The sessions were observed and recorded on video, and a Focus Group was held afterwards. During the sessions, educators gave a positive assessment in relation to using this type of tool. It was observed that, in general, they find tangible interaction valuable mostly for working with children. Finally, the results show a high acceptance obtained from the TAM and the novel features of EDIT were found to be useful

Adaptive, Multisensorial, Physiological and Social: The Next Generation of Telerehabilitation Systems

Some people require special treatments for rehabilitating physical, cognitive or even social capabilities after an accident or degenerative illness. However, the ever-increasing costs of looking after an aging population, many of whom suffer chronic diseases, is straining the finances of healthcare systems around Europe. This situation has given rise to a great deal of attention being paid to the development of telerehabilitation (TR) systems, which have been designed to take rehabilitation beyond hospitals and care centers. In this article, we propose which features should be addressed in the development of TR systems, that is, they should consider adaptive, multisensorial, physiological and social aspects. For this aim, the research project Vi-SMARt is being conducted for evaluating whether and how different technologies, such as virtual reality (VR), multi-sensorial feedback, or telemonitoring, may be exploited for the development of the next generation of TR systems. Beyond traditional aural and visual feedback, the exploitation of haptic sense by using devices such as haptic gloves or wristbands, can provide patients with additional guidance in the rehabilitation process. For telemonitoring, Electroencephalography (EEG) devices show signs of being a promising approach, not only to monitor patients’ emotions, but also to obtain neuro-feedback useful for controlling his/her interaction with the system and thus to provide a better rehabilitation experience

Proceedings of the 9th international conference on disability, virtual reality and associated technologies (ICDVRAT 2012)

The proceedings of the conferenc

Virtual environments for stroke rehabilitation: examining a novel technology against end-user, clinical and management demands with reference to UK care provision

In the field of post-stroke rehabilitation, there appears to be growing interest in the use of virtual reality (VR)-based systems as adjunct technologies to standard therapeutic practices. The limitations and the potentials of this technology are not, however, generally well understood. The present study thus seeks to determine the value of the technology with reference to end-user requirements by surveying and evaluating its application against a variety of parameters: user focus, clinical effectiveness, marketability and contextual meaningfulness, etc. A key theme in the research considers how a technology developed internationally might interface with care provision demands and cultures specific to the United Kingdom. The barriers to innovation entry in this context are thus examined. Further practical study has been conducted in the field with a small sample of post-stroke rehabilitation patients. The data garnered from these enquiries have informed a detailed system analysis, a strategy for innovation and a broad theoretical discussion as to the effectiveness of the technology in delivering VR environments by which the patient can undertake ‘meaningful’ therapeutic activities. The data reveal that there does appear to be clinical value in using this technology, yet establishing its maximal value necessitates greater integrity among clinicians and engineers, and the furthering of progressive channels for innovation by public health administrators

An application to improve emotional skills in children with Autism Spectrum Disorder

Dissertação de Mestrado Integrado em Engenharia de Eletrónica Industrial e ComputadoresThis dissertation presents a project developed with the aim of promoting emotional skills in children with Autism Spectrum Disorders (ASD). The project involves a serious game and a playware object, which is a physical component that acts as the game controller and allows the user to interactively play the serious game. The playware object has six pressure buttons, each one showing an emoji with a specific facial expression and communicates wirelessly via Bluetooth with the serious game app installed in an Android device. The facial expressions used are: happiness, sadness, fear, anger, surprise and neutral/normal. They were applied to the three game activities (imitation, recognition and storytelling). The chain of tests started with an online questionnaire to validate the avatars created to represent the previously mentioned facial expressions in the game (with 114 answers and a mean success rate of 96.2%), which was followed by a usability test of the application (serious game and playware object) with six typically developing children (with 94.4% answer accuracy). Finally, the three game activities were tested with six children with ASD in three/four sessions. Due to the small group test and the short number of sessions, the goal was to test the acceptance of the game rather than the users´ improvement in the activity. It is worth referring that both the serious game and the playware object had a high level of approval from the children and they expressed their interest during the activities. With this project it was intended to contribute to the development of pedagogical resources to be used by professionals and families in the support of children with ASD.Esta dissertação apresenta um projeto desenvolvido com o objetivo de promover capacidades emocionais em crianças com Perturbação do Espectro do Autismo. Este projeto envolve um jogo sério e um objeto playware, que é um componente físico que funciona como controlador de jogo e permite que o utilizador jogue o jogo sério de uma forma interativa. O objeto playware tem seis botões de pressão, cada um com um emoji com uma expressão facial específica, e comunica sem fios por Bluetooth com a aplicação do jogo sério instalada no dispositivo Android. As expressões faciais usadas são: felicidade, tristeza, medo, raiva, surpresa e neutro/normal. Estas foram aplicadas às três diferentes atividades de jogo (imitar, reconhecer e contar histórias). A cadeia de testes começou com um questionário online para validar os avatares criados para representar as expressões faciais previamente mencionadas no jogo (com 114 submissões e uma taxa média de sucesso de 96,2%), seguido de um teste de usabilidade da aplicação (jogo sério e objeto playware) com seis crianças tipicamente desenvolvidas (com 94,4% de respostas corretas). Por fim, as três atividades de jogo foram testadas com seis crianças com Perturbação do Espectro do Autismo durante 3 a 4 sessões. Devido à pequena dimensão do grupo de teste e ao baixo número de sessões, o objetivo foi testar a aceitação do jogo em vez da evolução das capacidades dos utilizadores na atividade. É importante referir que tanto o jogo sério como o objeto playware tiveram um alto nível de aprovação por parte das crianças que expressaram o seu interesse durante as atividades. Este projeto pretende contribuir para o desenvolvimento de recursos pedagógicos a serem usados por profissionais e famílias no apoio a crianças com Perturbação do Espectro do Autismo

Elements: the design of an interactive virtual environment for movement rehabilitation of traumatic brain injury patients

This exegesis details the development of an interactive art work titled Elements designed to assist upper limb movement rehabilitation for patients recovering from traumatic brain injury. Enhancing physical rehabilitative processes in the early stages following a brain injury is one of the great challenges facing therapists. Elements enables physical user interaction that may present new opportunities for treatment. One of the key problems identified in the neuro-scientific field is that developers of interactive computer systems for movement rehabilitation are often constrained to the use of conventional desktop interfaces. These interfaces often fall short of fostering natural user interaction that translates into the relearning of body movement for patients, particularly in ways that reinforce the embodied relationship between the sensory world of the human body and the predictable effects of bodily movement in relation to the surrounding environment. Interactive multimedia environments that can correlate a patient’s sense of embodiment may assist in the acquisition of movement skills that transfer to the real world. The central theme of my exegesis will address these concerns by analysing contemporary theories of embodied interaction as a foundation to design Elements. Designing interactive computer environments for traumatic brain injured patients is, however, a challenging issue. Patients frequently exhibit impaired upper limb function which severely affects activities for daily living and self-care. Elements responds to this level of disability by providing the patient with an intuitive tabletop computer environment that affords basic gestural control. As part of a multidisciplinary project team, I designed the user interfaces, interactive multimedia environments, and audiovisual feedback (visual, haptic and auditory) used to help the patients relearn movement skills. The physical design of the Elements environment consists of a horizontal tabletop graphics display, a stereoscopic computer video tracking system, tangible user interfaces, and a suite of seven interactive software applications. Each application provides the patients with a task geared toward the patient reaching, grasping, lifting, moving, and placing the tangible user interfaces on the display. Audiovisual computer feedback is used by patients to refine their movements online and over time. Patients can manipulate the feedback to create unique aesthetic outcomes in real time. The system design provides tactility, texture, and audiovisual feedback to entice patients to explore their own movement capabilities in externally directed and self-directed ways. This exegesis contributes to the larger research agenda of embodied interaction. My original contribution to knowledge is Elements, an interactive artwork that may enable patients to relearn movement skills, raise their level of self-esteem, sense of achievement, and behavioural skill