Effect of Term Weighting on Keyword Extraction in Hierarchical Category Structure

While there have been several studies related to the effect of term weighting on classification accuracy, relatively few works have been conducted on how term weighting affects the quality of keywords extracted for characterizing a document or a category (i.e., document collection). Moreover, many tasks require more complicated category structure, such as hierarchical and network category structure, rather than a flat category structure. This paper presents a qualitative and quantitative study on how term weighting affects keyword extraction in the hierarchical category structure, in comparison to the flat category structure. A hierarchical structure triggers special characteristic in assigning a set of keywords or tags to represent a document or a document collection, with support of statistics in a hierarchy, including category itself, its parent category, its child categories, and sibling categories. An enhancement of term weighting is proposed particularly in the form of a series of modified TFIDF's, for improving keyword extraction. A text collection of public-hearing opinions is used to evaluate variant TFs and IDFs to identify which types of information in hierarchical category structure are useful. By experiments, we found that the most effective IDF family, namely TF-IDFr, is identity>sibling>child>parent in order. The TF-IDFr outperforms the vanilla version of TFIDF with a centroid-based classifier

Interactive Marker-based Augmented Reality for CPR Training

CPR, or Cardiopulmonary Resuscitation, is a lifesaving technique useful for the case in which someone’s heartbeat or breathing has stopped due to heart attack. Without proper CPR, nine out of ten patients die. The American Heart Association recommends CPR with chest compressions in the event of witnessing such an incident. For proper CPR training, taking a class with a CPR instructor is usually the best choice, but it is not practical and costly for mass training, especially in schools and universities. There are many new techniques available that can replace traditional CPR training and Augmented Reality (AR) is one of them. AR is the technology that integrates virtual objects or environments, created by digital technology, with the real world. Augmented Reality using marker-based technique is a good option, since a trainee can have a realistic look at the patient, know the position of the hand on the chest, identify the number of chest compressions per minute, and also know the pressure that he or she puts on the chest. Besides that, the status of the operation can be displayed along with a recording system for analysis. In this research, we chose marker-based AR due to its precision in distance measurement. For measuring the pressure on the chest, we use a marker-marker interaction technique. Unity 3D cross-platform game engine and Qualcomm's Vuforia—an augmented reality software development kit (SDK) for mobile devices that enables the creation of augmented reality applications—are required. The results from our experiment with a group of people with non-CPR training confirm that the configuration increases the speed and accuracy of CPR training

Study of the Hand Anatomy Using Real Hand and Augmented Reality

Anatomy is considered one of the foundation studies for all of the health science students especially medical and nursing students. Anatomy of the hand is complicated. It composes of bones, nerves, blood veins, muscles, and tendon. Memorising all the details about all those parts is tedious work and need much imagination. With the advances in computer graphics and human-computer interaction techniques, understanding how those body parts move is easy to understand in a visual presentation. Augmented Reality (AR) is the technique that allowed the computer-generated objects to overlay on top of the real world. In this study, we concentrate on studying the bones only. We have selected the Leap Motion, which is the device that can detect the hands and fingers, like a tracking device, and marker-based AR technique for displaying the computer generated bones on top of the real hand. Since the Leap Motion detects the hands and shows the bone in real time, so when a user moves the hands such as waving, all the 3D virtual bones move to the new position just like the real hand. Besides using this tool as the educational tool to help the students have better learning about anatomy, it can also be used as an assessment tool for anatomy class as well. Results from testing this tool with volunteer students indicate that it helps them to understand the hand anatomy better and faster than traditional ways

Teaching Fundamental Programming Using Augmented Reality

To learn a programming language, the students have to understand the logical flow of the commands as well as the syntax. The logical flow might be more difficult to understand when compared with a syntax which can detect easily. The primary flow of commands or the control structures includes the sequence, condition or selection, and iteration. The students construct the program flowchart by using these control structure. They also have to understand the result of each command execution, step by step. In this research, we propose the technique for developing the learning tool (AR flowchart) to simulate the result of the commands in program flowchart by using augmented reality (AR), so the learners can visualize the result. With this tool, the students can construct a program flowchart as a series of commands by using AR markers. The result of the execution of these commands can be displayed so the students can see whether the logic of the program is correct or not. The design of this tool aims at increasing student engagement and helping them to understand program logic better. The evaluation of the concept results by the group of university students supports our propose

Teaching Fundamental Programming Using Augmented Reality

To learn a programming language, the students have to understand the logical flow of the commands as well as the syntax. The logical flow might be more difficult to understand when compared with a syntax which can detect easily. The primary flow of commands or the control structures includes the sequence, condition or selection, and iteration. The students construct the program flowchart by using these control structure. They also have to understand the result of each command execution, step by step. In this research, we propose the technique for developing the learning tool (AR flowchart) to simulate the result of the commands in program flowchart by using augmented reality (AR), so the learners can visualize the result. With this tool, the students can construct a program flowchart as a series of commands by using AR markers. The result of the execution of these commands can be displayed so the students can see whether the logic of the program is correct or not. The design of this tool aims at increasing student engagement and helping them to understand program logic better. The evaluation of the concept results by the group of university students supports our propose