The multiple loop antenna for enhanced readability performances of near‐field UHF RFID applications

This research is concerned with a multiple loop antenna applicable to near field ultra‐high frequency (UHF) radio frequency identification (RFID). The proposed multi‐loop antenna is configured to induce the robust and even magnetic field distributions in the H_x, H_y, and H_z orientations so as to achieve the enhanced readability performances in all directions (i.e., x, y, and z). Simulations were carried out using CST Microwave Studio to determine the impedance bandwidth (|S₁₁|H_x‐, H_y‐, and H_z‐oriented magnetic field distributions. A prototype antenna of 14 cm × 16 cm × 0.6 mm (W × L × H) in overall dimension was subsequently fabricated on an FR4 substrate connected to a coaxial cable. In this research, the H_x‐, H_y‐, and H_z‐oriented magnetic field distributions of the prototype antenna were measured in the x‐axis, y‐axis, and x–y plane and are in good agreement with the simulation results. The measured readability performances in the x‐, y‐, and z‐directions in which seven near field UHF RFID tags were deployed unobstructed (i.e., in open air) are respectively 25.27%, 31.73%, and 85.43%. Furthermore, the performances on the antenna readability with the tags attached to the microcentrifuge tubes are 30.55%, 25.90%, and 69.09% for the x‐, y‐, and z‐directions. © 2016 Wiley Periodicals, Inc. Int J RF and Microwave CAE 26:402–417, 2016.     

Playing cards on the PERQ: An algorithm for overlapping rectangles

An algorithm is presented which provides a convincing animated visual illusion of a pack of playing cards on the bit-mapped screen of a high-performance personal computer. The technique is generally applicable to any display task involving the generation and manipulation of a number of overlapping rectangles, for example the ‘desktop model’ for integrated interactive systems.     

Talk—an interactive system for a small computer

TALK is an interactive file creation and editing system implemented on a very small computer. It provides facilities for FORTRAN syntax checking and an interactive ‘desk-calculator’. Major computing tasks are sent over a high speed link to CDC 6600/6400 computers A number of teleprinters can be controlled by TALK in the usual way, but also the card reader/line printer pair may be used as a terminal. This is useful for creating or printing large files When a user has logged in he can work in one of several modes. These include INPUT, EDIT and CALCULATE modes. It is possible to nest modes, for example, by entering CALCULATE mode while in INPUT mode without losing one's place in the input file An unusual feature of TALK is the ‘inclusion’ facility. This enables a user to specify previously filed text to be included within another file, either as the file is being created or dynamically whenever the file is used. It also gives users the ability to build up macros of commonly used commands. Many system commands are in fact macros with only simple primitives provided as executable code.     

PREPRO: a computer program for encoding regional exploration data for use in characteristic analysis

The preprocessor (PREPRO) computer program offers the exploration geologist a variety of options for encoding regional exploration data into ternary form for use in characteristic analysis. PREPRO's options include variable-input formats, cursor input, ordering among a set of input variables, and selectable ternary transformations. Moreover, the program provides for the display of results which, in turn, makes possible review, reselection, and retransformation of variables. Most important, the performance of the listed steps in an interactive computing environment results in rapid and efficient preprocessing of the data.     

IM-UFF: Extending the universal force field for interactive molecular modeling

The universal force field (UFF) is a broadly applicable classical force field that contains parameters for almost every atom type of the periodic table. This force field is non-reactive, i.e. the topology of the system under study is considered as fixed and no creation or breaking of covalent bonds is possible. This paper introduces interactive modeling-UFF (IM-UFF), an extension of UFF that combines the possibility to significantly modify molecular structures (as with reactive force fields) with a broad diversity of supported systems thanks to the universality of UFF. Such an extension lets the user easily build and edit molecular systems interactively while being guided by physics based inter-atomic forces. This approach introduces weighted atom types and weighted bonds, used to update topologies and atom parameterizations at every time step of a simulation. IM-UFF has been evaluated on a large set of benchmarks and is proposed as a self-contained implementation integrated in a new module for the SAMSON software platform for computational nanoscience available at http://www.samson-connect.net.     

On the use of a multimedia platform for music education with handicapped children: A case study

The use of Information and Communication Technologies (ICT) for students with special learning needs is being particularly studied by the research community. Likewise, music has gained recognition through the years in the field of learning disabilities, playing lately a key role in providing a better quality of life to people with special needs. However, there is still a gap on the combination of ICT and music teaching tools. In this work, we present the results of a case study where students with disabilities took a 3-month introductory music course using the multimedia tool called PLAIME (PLAtform for the Integration of handicapped children in Music Education) developed by the same authors. The aims of this work are three-fold: i) to explore the capability of disabled students to acquire musical knowledge using PLAIME, ii) to measure the improvement in their ICT skills, and iii) to observe their behavior along the study. At the end of the program, students showed an advance in their music knowledge and a positive improvement in behavioral development, being able to perfectly manage the computer platform.     

The use of a computer simulation to promote conceptual change: A quasi-experimental study

This mixed-methods investigation compared the effectiveness of three instructional approaches in achieving desired conceptual change among early childhood preservice teachers (n = 157). Each of the three treatments employed inquiry-based instruction on moon phases using data collected from: (1) the planetarium software program, Starry Night™, (2) nature observations and Starry Night™, or (3) nature observations alone. Data sources included drawings, intensive interviews, and a lunar shapes card sort. The data sets were analyzed via a constant comparative method in order to produce profiles of each participant’s pre- and post-instruction conceptual understandings of moon phases. Non-parametric tests of significance revealed that pre- to post-instruction gains were significant for all three treatments across all targeted concepts. The Starry Night™-Only treatment demonstrated statistically greater gains for sequencing moon phases than the other two treatments. However, there were no significant differences among the three treatments in regard to participants’ abilities to draw scientific moon shapes or in their conceptions of the causes of moon phases. Thus, the three treatments were equally effective in facilitating desired conceptual change.     

DOC 1988: The modernization of a chinese dialect dictionary on computer

The following paper argues against the abandonment of outdated computer-based research projects in favor of the redevelopment of such projects to take advantage of the recently available computer technology. Specifically, the paper reviews the rebirth of the Dictionary on Computer (DOC) of the Project on Linguistic Analysis at the University of California, Berkeley. A team of students and faculty have redesigned this research system and are implementing it on a personal computer to increase its availability compared with the previous implementation on an obsolete mainframe computer. In addition, changes to the system which take advantage of the features available in today's modern personal computers are reviewed.The author, Jonathan Scott Yaruss, is a recent graduate (1989) of the University of California, who worked at POLA as the primary database programmer in the new DOC project while studying for his Baccalaureate degrees in Linguistics and Psychology. Mr. Yaruss will be continuing his linguistic studies during the coming years in the Department of Communication Disorders at Syracuse University.     

Tracking,recognition, and distance detection of hand gestures for a 3‐D interactive display

Abstract— This study proposes an interactive system for displays, the technologies of which consists of three main parts: hand‐gesture tracking, recognition, and depth measurement. The proposed interactive system can be applied to a general 3‐D display. In this interactive system, for hand‐gesture tracking, Haar‐like features are employed to detect a specific hand gesture to start tracking, while the mean‐shift algorithm and Kalman filter are adopted for fast tracking. First, for recognizing hand gestures, a principal component analysis (PCA) algorithm is used to localize colored areas of skin, and then hand gestures are identified by comparison with a prepared database. Second, a simple optical system is set up with an infrared laser source and a grid mask in order to project a proposed horizontal stripe pattern. Third, the projected patterns are deciphered to extract the depth information using the Hough‐transform algorithm. The system containing hand‐gesture localization, recognition, and associated depth detection (the distance between the display and the hand), was included in a prototype of an interactive display. Demonstration of rotation recognition of a finger‐pointing hand gesture was successful by using the algorithm of radar‐like scanning.     

The use of ‘exploratory learning’ for supporting immersive learning in virtual environments

User interfaces are becoming more intuitive following the requirements of the individual learner and reinforcing the drive towards more personalised learning and greater learner autonomy. There are clearly a new set of challenges emerging for teaching practitioners that will have implications upon not just what is learned but importantly upon lesson planning. This paper explores these changes to teaching through a consideration of an exploratory learning model which allows practitioners to rethink how they teach in 3D and immersive spaces where learning sequences and experiences are choreographed to support peer interactions and exchanges. The ELM extends from Kolb’s experiential learning model to adapt the use of 3D applications, and provides examples from research and development projects to exemplify how the model works in practice. Teaching in these contexts provides less emphasis upon curriculum and more emphasis upon sequencing learning experiences, meta-reflection, peer assessment and group work.     

A computer environment for beginners’ learning of sorting algorithms: Design and pilot evaluation

This paper presents the design, features and pilot evaluation study of a web-based environment -the SORTING environment- for the learning of sorting algorithms by secondary level education students. The design of this environment is based on modeling methodology, taking into account modern constructivist and social theories of learning while at the same time acknowledging the role of hands-on experience, the significance of students’ expressing their previous knowledge, the importance of interlinked multiple representation systems (MRS) and the role of constructive feedback on student learning. Although SORTING supports student learning of typical sorting algorithms such as Bubble-sort, Quick-sort and Selection-sort, it can also be adapted to integrate more sorting algorithms. The analysis of the data emerging from the pilot evaluation study of SORTING has shown that students used all the representation systems (RS) provided and found them attractive and easy to use. On the whole, student interactions within SORTING helped them to become aware of both the intuitive and the typical sorting procedures used, to conceptualize them, to overcome learning difficulties, to correct themselves and to make connections between different representations of the sorting algorithms used.     

MTFA as a measure for computer display screen image quality

Computer display screen image quality is known to vary widely. Attempts have been made the world over at defining objective scales to better assess image sharpness and clarity. The experiments reported here were stimulated by the recent US adoption of MTFA≥5 as a minimum quality criteria. A series of ten hard-copy photographs and seven retrievable display screens were developed for a monochrome, cathode ray tube terminal that differed only in objective image quality. This series of display screen images was presented to 22 office workers, who were asked to provide a subjective image quality judgement in the form of a numerical scale ranking. The subjects were instructed to match the display screen with photographs that they estimated to be most comparable in image quality. Finally, the subjects were asked to specify what they considered to be the minimum acceptable visual quality. It was found that the subjects could accurately rank low and minimum quality display images and that their subjective visual quality judgement corresponded well with the objective MTFA quality scale. The minimum acceptable display quality specified by the office worker group corresponded to MTFA≥7, which is substantially higher than the US criteria and would disquality 40% of the video display terminals currently marketed in Sweden.     

ViDA: A virtual debugging advisor for supporting learning in computer programming courses

Many students need assistance in debugging to achieve progress when they learn to write computer programs. Face‐to‐face interactions with individual students to give feedback on their programs, although definitely effective in facilitating their learning, are becoming difficult to achieve with ever‐growing class sizes. This paper proposes a novel approach to providing practical automated debugging advice to support students' learning, based on the strong relationship observed between common wrong outputs and the corresponding common bugs in students' programs. To implement the approach, we designed a generic system architecture and process, and developed a tool called Virtual Debugging Advisor (ViDA) that was put into use in classes in a university. To evaluate the effectiveness of ViDA, a controlled experiment and a survey were conducted with first year engineering students in an introductory computer programming course. Results are encouraging, showing that (a) a higher proportion of students could correct their faulty code themselves with ViDA enabled, (b) an overwhelming majority of respondents found ViDA helpful for their learning of programming, and (c) most respondents would like to keep ViDA enabled when they practice writing programs.     

The influence of virtual presence: Effects on experienced cognitive load and learning outcomes in educational computer games

Does the immersive design of an educational gaming environment affect learners’ virtual presence and how much do they learn? Does virtual presence affect learning? This study tries to answer these questions by examining the differences in virtual presence and learning outcomes in two different computer-based multimedia environments: a gaming environment with high immersive design vs. hypertext learning environment with low immersive design. As the main focus, the effect of virtual presence on learning is also explained and tested. By identifying virtual presence as a variable that may determine learning, it is argued that computer gaming environments present a new challenge for researchers to investigate, particularly, the effects of virtual presence on the immersive design of games in order to help designers to predict which instructional configurations will maximize learning performance. In general, results revealed that the high-immersive gaming environment leads to the strongest form of virtual presence but also decreased learning. Although regression analyses indicate that virtual presence positively influences trivial- and non-trivial learning outcomes, learners who learned in a low-immersive environment outperformed the gaming group. A mediation analysis showed that the relation between virtual presence and non-trivial learning outcomes is partly mediated through increased cognitive load.     

The narrative construction of our (social) world: steps towards an interactive learning environment for children with autism

Children with autism exhibit a deficit in narrative comprehension which adversely impacts upon their social world. The authors’ research agenda is to develop an interactive software system which promotes an understanding of narrative structure (and thus the social world) while addressing the needs of individual children. This paper reports the results from a longitudinal study, focussing on ‘primitive’ elements of narrative, presented as proto-narratives, in an interactive software game which adapts to the abilities of individual children. A correlation has been found with a real-world narrative comprehension task, and for most children a clear distinction in their understanding of narrative components.     

The VELscience project: Middle schoolers' engagement in student-directed inquiry within a virtual environment for learning

Schools have long fallen short in helping students to develop the skills necessary to engage in scientific inquiry. Emerging technology-based programs can potentially address this shortfall, but the field lacks clear models of instructional materials capable of doing so. The VELscience project seeks to provide a model for one type of software (virtual environments for learning, or VELs) designed to engage students in student-directed inquiry. In student-directed inquiry, students are given a topic or task, then pose questions, design the investigation, collect and analyze data, draw conclusions and publish their findings. This study examined the effectiveness of this model through observations of middle school students who completed Hurricane Hal, a VEL in which students determine the ecological impact of a natural disaster on a wetlands ecosystem. The results suggest that this program successfully engaged students in student-directed inquiry.     

The structure of the help-seeking process in collaboratively using a computer coach in problem-based learning

Research on help seeking with a computer coach providing on-demand help has not produced fully adequate models of the process from a cognitive perspective. The present study postulates a model of help seeking from a cognitive perspective and tests this model in a learning situation characterized as problem-based and computer-supported. The participants were 18 graduate students from the faculty of Education of a Canadian university. Their participation involved solving a complex problem in statistics, in pairs, with the help of a computer coach, the McGill statistics tutor. Analysis of the performance data was performed using directed probability graphs and the log-linear approach. Results show that the model is reflected in the data. Implications for the design of computer coaches and instructional situations are discussed.     

One Mouse per Child: interpersonal computer for individual arithmetic practice

Single Display Groupware (SDG) allows multiple people in the same physical space to interact simultaneously over a single communal display through individual input devices that work on the same machine. The aim of this paper is to show how SDG can be used to improve the way resources are used in schools, allowing students to work simultaneously on individual problems at a shared display, and achieve personalized learning with individual feedback within different cultural contexts. We used computational fluency to apply our concept of ‘One Mouse per Child’. It consists of a participatory approach that makes use of personal feedback on an interpersonal computer for the whole classroom. This allows for N simultaneous intelligent tutoring systems, where each child advances at his or her own pace, both within a lecture and throughout the curricular units. Each student must solve a series of mathematical exercises, generated according to his or her performance through a set of pedagogical rules incorporated into the system. In this process, the teacher has an active mediating role, intervening when students require attention. Two exploratory studies were performed. The first study was a multicultural experience between two such distanced socio‐economic realities as Chile and India. It showed us that even in different environmental conditions, it is possible to implement this technology with minimal equipment (i.e. a computer, a projector, and one mouse per child). The second study was carried out in a third grade class in a low‐income school in Santiago de Chile. The students were asked to solve mainly addition exercises. We established statistically relevant results and observed that the software proved most beneficial for the students with the lowest initial results. This happens because the system adapts to the students' needs, reinforcing the content they most need to work on, thus generating a personalized learning process.     

The RISC ProofNavigator: a proving assistant for program verification in the classroom

This paper gives an overview of the RISC ProofNavigator, an interactive proving assistant for the area of program verification. The assistant combines the user-guided top-down decomposition of proofs with the automatic simplification and closing of proof states by an external satisfiability solver. The software exhibits a modern graphical user interface which has been developed with a focus on simplicity in order to make the software suitable for educational scenarios. Nevertheless, some use cases of a certain level of complexity demonstrate that it may be also appropriate for various realistic applications. D. A. Duce, J. Oliveira, P. Boca and R. Boute