Vision-based sensor for three-dimensional vibrational motion detection in biological cell injection

Intracytoplasmic sperm injection (ICSI) is an infertility treatment where a single sperm is immobilised and injected into the egg using a glass injection pipette. Minimising vibration in three orthogonal axes is essential to have precise injector motion and full control during the egg injection procedure. Vibration displacement sensing using physical sensors in ICSI operation is challenging since the sensor interfacing is not practically feasible. This study proposes a non-invasive technique to measure the three-dimensional vibrational motion of the injection pipette by a single microscope camera during egg injection. The contrast-limited adaptive histogram equalization (CHALE) method and blob analyses technique were employed to measure the vibration displacement in axial and lateral axes, while the actual dimension of the focal axis was directly measured using the Brenner gradient algorithm as a focus measurement algorithm. The proposed algorithm operates between the magnifications range of 4× to 40× with a resolution of half a pixel. Experiments using the proposed vision-based algorithm were conducted to measure and verify the vibration displacement in axial and lateral axes at various magnifications. The results were compared against manual procedures and the differences in measurements were up to 2% among all magnifications. Additionally, the effect of injection speed on lateral vibration displacement was measured experimentally and was used to determine the values for egg deformation, force fluctuation, and penetration force. It was shown that increases in injection speed significantly increases the lateral vibration displacement of the injection pipette by as much as 54%. It has been demonstrated successfully that visual sensing has played a key role in identifying the limitation of the egg injection speed created by lateral vibration displacement of the injection pipette tip

Exploring undergraduates’ perceptions of and engagement in an AI-enhanced online course

In the age of globalization, an internet connection has become essential for enhancing various human activities across the economic, cultural, and defense sectors, among others. This is particularly true for online classrooms. Microsoft Teams, a widely used digital education platform, provides capabilities that allow online teachers to facilitate better interactions and create more effective learning environments in online settings. This study aimed to explore students’ perceptions of synchronous online learning that occurred in an AI-enhanced online course, delivered using MS Teams. As an explorative study that examines the educational intersection of engineering and artificial intelligence, it represents the convergence of these two branches of learning and thus enriches both fields. The research involved 35 online students at the Staffordshire University, with data collected via online questionnaires to gather information about students’ perceptions of online learning through Microsoft Teams. After completing the online course materials, the questionnaires were distributed to students via Google Forms. The data were then descriptively analyzed. The study’s findings revealed that although online learning through Microsoft Teams was a novel experience for the students, the platform’s interactive and engaging learning environment motivated them to participate more actively, ultimately leading to a better comprehension of the course materials. Incorporating AI-enhanced features within the Microsoft Teams platform further augmented the online learning experience, as students appreciated the personalized learning recommendations and real-time feedback, which showcases the synergistic potential of AI and education in the digital age

An Approach toward Artificial Intelligence Alzheimer's Disease Diagnosis Using Brain Signals

Background: Electroencephalography (EEG) signal analysis is a rapid, low-cost, and practical method for diagnosing the early stages of dementia, including mild cognitive impairment (MCI) and Alzheimer’s disease (AD). The extraction of appropriate biomarkers to assess a subject’s cognitive impairment has attracted a lot of attention in recent years. The aberrant progression of AD leads to cortical detachment. Due to the interaction of several brain areas, these disconnections may show up as abnormalities in functional connectivity and complicated behaviors. Methods: This work suggests a novel method for differentiating between AD, MCI, and HC in two-class and three-class classifications based on EEG signals. To solve the class imbalance, we employ EEG data augmentation techniques, such as repeating minority classes using variational autoencoders (VAEs), as well as traditional noise-addition methods and hybrid approaches. The power spectrum density (PSD) and temporal data employed in this study’s feature extraction from EEG signals were combined, and a support vector machine (SVM) classifier was used to distinguish between three categories of problems. Results: Insufficient data and unbalanced datasets are two common problems in AD datasets. This study has shown that it is possible to generate comparable data using noise addition and VAE, train the model using these data, and, to some extent, overcome the aforementioned issues with an increase in classification accuracy of 2 to 7%. Conclusion: In this work, using EEG data, we were able to successfully detect three classes: AD, MCI, and HC. In comparison to the pre-augmentation stage, the accuracy gained in the classification of the three classes increased by 3% when the VAE model added additional data. As a result, it is clear how useful EEG data augmentation methods are for classes with smaller sample numbers

Exploring undergraduates’ perceptions of and engagement in an AI-enhanced online course

In the age of globalization, an internet connection has become essential for enhancing various human activities across the economic, cultural, and defense sectors, among others. This is particularly true for online classrooms. Microsoft Teams, a widely used digital education platform, provides capabilities that allow online teachers to facilitate better interactions and create more effective learning environments in online settings. This study aimed to explore students’ perceptions of synchronous online learning that occurred in an AI-enhanced online course, delivered using MS Teams. As an explorative study that examines the educational intersection of engineering and artificial intelligence, it represents the convergence of these two branches of learning and thus enriches both fields. The research involved 35 online students at the Staffordshire University, with data collected via online questionnaires to gather information about students’ perceptions of online learning through Microsoft Teams. After completing the online course materials, the questionnaires were distributed to students via Google Forms. The data were then descriptively analyzed. The study’s findings revealed that although online learning through Microsoft Teams was a novel experience for the students, the platform’s interactive and engaging learning environment motivated them to participate more actively, ultimately leading to a better comprehension of the course materials. Incorporating AI-enhanced features within the Microsoft Teams platform further augmented the online learning experience, as students appreciated the personalized learning recommendations and real-time feedback, which showcases the synergistic potential of AI and education in the digital age

An Approach toward Artificial Intelligence Alzheimer’s Disease Diagnosis Using Brain Signals

Background: Electroencephalography (EEG) signal analysis is a rapid, low-cost, and practical method for diagnosing the early stages of dementia, including mild cognitive impairment (MCI) and Alzheimer’s disease (AD). The extraction of appropriate biomarkers to assess a subject’s cognitive impairment has attracted a lot of attention in recent years. The aberrant progression of AD leads to cortical detachment. Due to the interaction of several brain areas, these disconnections may show up as abnormalities in functional connectivity and complicated behaviors. Methods: This work suggests a novel method for differentiating between AD, MCI, and HC in two-class and three-class classifications based on EEG signals. To solve the class imbalance, we employ EEG data augmentation techniques, such as repeating minority classes using variational autoencoders (VAEs), as well as traditional noise-addition methods and hybrid approaches. The power spectrum density (PSD) and temporal data employed in this study’s feature extraction from EEG signals were combined, and a support vector machine (SVM) classifier was used to distinguish between three categories of problems. Results: Insufficient data and unbalanced datasets are two common problems in AD datasets. This study has shown that it is possible to generate comparable data using noise addition and VAE, train the model using these data, and, to some extent, overcome the aforementioned issues with an increase in classification accuracy of 2 to 7%. Conclusion: In this work, using EEG data, we were able to successfully detect three classes: AD, MCI, and HC. In comparison to the pre-augmentation stage, the accuracy gained in the classification of the three classes increased by 3% when the VAE model added additional data. As a result, it is clear how useful EEG data augmentation methods are for classes with smaller sample numbers

Evaluation of COVID-19 pandemic on components of social and mental health using machine learning, analysing United States data in 2020

Background: COVID-19 was named a global pandemic by the World Health Organization in March 2020. Governments across the world issued various restrictions such as staying at home. These restrictions significantly influenced mental health worldwide. This study aims to document the prevalence of mental health problems and their relationship with the quality and quantity of social relationships affected by the pandemic during the United States national lockdown. Methods: Sample data was employed from the COVID-19 Impact Survey on April 20–26, 2020, May 4–10, 2020, and May 30–June 8, 2020 from United States Dataset. A total number of 8790, 8975, and 7506 adults participated in this study for April, May and June, respectively. Participants’ mental health evaluations were compared clinically by looking at the quantity and quality of their social ties before and during the pandemic using machine learning techniques. To predict relationships between COVID-19 mental health and demographic and social factors, we employed random forest, support vector machine, Naive Bayes, and logistic regression. Results: The result for each contributing feature has been analyzed separately in detail. On the other hand, the influence of each feature was studied to evaluate the impact of COVID-19 on mental health. The overall result of our research indicates that people who had previously been diagnosed with any type of mental illness were most affected by the new constraints during the pandemic. These people were among the most vulnerable due to the imposed changes in lifestyle. Conclusion: This study estimates the occurrence of mental illness among adults with and without a history of mental disease during the COVID-19 preventative limitations. With the persistence of quarantine limitations, the prevalence of psychiatric issues grew. In the third survey, which was done under quarantine or house restrictions, mental health problems and acute stress reactions were substantially greater than in the prior two surveys. The findings of the study reveal that more focused messaging and support are needed for those with a history of mental illness throughout the implementation of restrictions