Tangibot: A tangible-mediated robot to support cognitive games for ageing people—A usability study

The ever increasing elderly population requires a revision of technology to make it usable and meaningful for them. Most applications take into account their reduced physical and cognitive abilities in order to provide assistive services, but this paper focuses on building technology to improve these capacities through cognitive games. We present Tangibot, a tangible-mediated robot aimed at enabling more intuitive and appealing interactions. A usability study conducted on subjects at three different levels of cognitive impairment (none, mild, and severe) reveals that it is usable and engaging for users with no or mild cognitive impairment, and even though it is less usable for persons with severe impairment, it triggers positive emotional reactions among them, which makes it promising for their use in therapeutic activities.     

国际语音传真服务系统的设计与实现

首先提出了国际语音传真服务系统IVFS的总体结构，然后描述了它的软件设计方案，最后详细论述了各主要模块的功能和实现方法。实际表明系统运行良好。     

基于断层超声、磁共振和三维磁共振重建的女性肛提肌影像学研究

目的:应用断层超声成像(Tomographic Ultrasound Imaging,TUI)、磁共振成像(Magnetic Resonance Imaging,MRI)及磁共振三维重建对未育女性肛提肌解剖结构进行影像学研究。方法:以10例未育女性为研究对象。采用经会阴三维超声取得肛提肌TUI图像,MRI对其进行盆底扫描,获得肛提肌薄层图像,采用医学图像重建软件Mimics重建出肛提肌的三维立体几何模型。结果:TUI可以显示盆底耻骨直肠肌、耻骨肛管肌、耻骨会阴肌,MRI可以显示盆底耻骨直肠肌、耻骨肛管肌、耻骨会阴肌、髂尾肌,TUI和MRI都难以显示耻骨阴道肌,MRI三维重建可以空间多角度观察耻骨直肠肌、耻骨肛管肌、耻骨会阴肌、髂尾肌的形态及其组成部分。结论:TUI和MRI均可识别肛提肌的结构与组成,MRI对于髂尾肌的识别较TUI更佳,MRI三维重建可以更直观地显示肛提肌立体形态。     

The effects of GBL and learning styles on Chinese idiom by using TUI device

This study investigated how the integration of a game‐based learning strategy and a tangible user interface (TUI) device improves the learning achievement of fifth‐grade students in studying Chinese idioms. By using the sifting, and sorting, features of Sifteo Cubes, learners, via a gaming situation, manually composed the cubes to the correct idioms, and the system also provided the origins of the idioms, facilitating meaningful learning. A quasi‐experimental non‐equivalent control‐group design was conducted. Both the experimental and control groups were administered a pre‐test and post‐test, the Idiom Learning Performance Test (ILPT), to investigate the variations between the treatment and groups. Furthermore, the Index of Learning Style for Youth (ILSY) survey was administered to determine how different learning styles and learning strategies affect learning achievement. The results showed that, after the CILS was used, the post‐test scores were significantly higher than the pre‐test scores in the experimental group. In addition, the post‐test scores of active and visual learners were higher than the pre‐test scores, and were significantly higher than reflective and verbal learners. The results suggested that the CILS is suitable for active and visual learners. Recommendations for using the CILS and Sifteo Cubes in instruction and further direction research are provided.