Making Heat Visible: Promoting Energy Conservation Behaviors Through Thermal Imaging

Householders play a role in energy conservation through the decisions they make about purchases and installations such as insulation, and through their habitual behavior. The present U.K. study investigated the effect of thermal imaging technology on energy conservation, by measuring the behavioral effect after householders viewed images of heat escaping from or cold air entering their homes. In Study 1 (n = 43), householders who received a thermal image reduced their energy use at a 1-year follow-up, whereas householders who received a carbon footprint audit and a non-intervention control demonstrated no change. In Study 2 (n = 87), householders were nearly 5 times more likely to install draught proofing measures after seeing a thermal image. The effect was especially pronounced for actions that addressed an issue visible in the images. Findings indicate that using thermal imaging to make heat loss visible can promote energy conservation

Semantic modelling of learning objects and instruction

We introduce an ontology-based semantic modelling framework that addresses subject domain modelling, instruction modelling, and interoperability aspects in the development of complex reusable learning objects. Ontologies are knowledge representation frameworks, ideally suited to support knowledge-based modelling of these learning objects. We illustrate the benefits of semantic modelling for learning object assemblies within the context of standards such as SCORM Sequencing and Navigation and Learning Object Metadata

Automated tutoring for a database skills training environment

Universities are increasingly offering courses online. Feedback, assessment, and guidance are important features of this online courseware. Together, in the absence of a human tutor, they aid the student in the learning process. We present a programming training environment for a database course. It aims to offer a substitute for classroom based learning by providing synchronous automated feedback to the student, along with guidance based on a personalized assessment. The automated tutoring system should promote procedural knowledge acquisition and skills training. An automated tutoring feature is an integral part of this tutoring system

Study of moments of event shapes in e+e- annihilation using JADE data

Data from e+e- annihilation into hadrons collected by the JADE experiment at centre-of-mass energies between 14 GeV and 44 GeV were used to study moments of event shape distributions. The data were compared with Monte Carlo models and with predictions from QCD NLO order calculations. The strong coupling constant measured from the moments is alpha_S(M_Z) = 0.1286 +/- 0.0007 (stat) +/- 0.0011 (expt) +/- 0.0022 (had) +/- 0.0068 (theo), alpha_S(M_Z) = 0.1286 +/- 0.0072 (total error), consistent with the world average. However, systematic deficiencies in the QCD NLO order predictions are visible for some of the higher moments.Comment: JADE note 147 submitted as contributed paper to ICHEP 2004, corrected statistical error of 6 observable average and several typo

Measurement of the Strong Coupling Constant alpha_S from the Four-Jet Rate in e+e- Annihilation using JADE data

Data from e+e- annihilation into hadrons collected by the JADE experiment at centre-of-mass energies between 14 GeV and 44 GeV were used to study the four-jet rate as a function of the Durham algorithm's resolution parameter y_cut. The four-jet rate was compared to a QCD NLO order calculations including NLLA resummation of large logarithms. The strong coupling constant measured from the four-jet rate is alpha_S(M_Z) = 0.1169 +/- 0.0004 (stat) +/- 0.0012 (expt) +/- 0.0021 (had) +/- 0.0007 (theo), alpha_S(M_Z) = 0.1169 +/- 0.0026 (total error) in agreement with the world average.Comment: JADE note 146 submitted as contributed paper to ICHEP 200

Intelligent and adaptive tutoring for active learning and training environments

Active learning facilitated through interactive and adaptive learning environments differs substantially from traditional instructor-oriented, classroom-based teaching. We present a Web-based e-learning environment that integrates knowledge learning and skills training. How these tools are used most effectively is still an open question. We propose knowledge-level interaction and adaptive feedback and guidance as central features. We discuss these features and evaluate the effectiveness of this Web-based environment, focusing on different aspects of learning behaviour and tool usage. Motivation, acceptance of the approach, learning organisation and actual tool usage are aspects of behaviour that require different evaluation techniques to be used

That's it we're having more insulation: Will householders change behaviours and attitudes after being shown an infrared image of their homes leaking heat?

This longitudinal study explored the impact of showing householders infrared images (of their homes leaking heat) on energy consumption and attitudes

Improving Dental Experiences by Using Virtual Reality Distraction: A Simulation Study

Dental anxiety creates significant problems for both patients and the dental profession. Some distraction interventions are already used by healthcare professionals to help patients cope with unpleasant procedures. The present study is novel because it a) builds on evidence that natural scenery is beneficial for patients, and b) uses a Virtual Reality (VR) representation of nature to distract participants. Extending previous work that has investigated pain and anxiety during treatment, c) we also consider the longer term effects in terms of more positive memories of the treatment, building on a cognitive theory of memory (Elaborated Intrusions). Participants (n = 69) took part in a simulated dental experience and were randomly assigned to one of three VR conditions (active vs. passive vs. control). In addition, participants were distinguished into high and low dentally anxious according to a median split resulting in a 362 between-subjects design. VR distraction in a simulated dental context affected memories a week later. The VR distraction had effects not only on concurrent experiences, such as perceived control, but longitudinally upon the vividness of memories after the dental experience had ended. Participants with higher dental anxiety (for whom the dental procedures were presumably more aversive) showed a greater reduction in memory vividness than lower dental-anxiety participants. This study thus suggests that VR distractions can be considered as a relevant intervention for cycles of care in which people’s previous experiences affect their behaviour for future events