iPad Screen Research Articles

Sociocultural influences on primary teachers implementing TouchTimes

In this article, I share case studies of two primary school teachers (K–5) in British Columbia, Canada who were interviewed after their implementation of <i>TouchTimes</i> (hereafter, TT) in their mathematics classes. TT is a multi-touch digital application that is designed for users to create and interact with multiplicative situations kinaesthetically through their fingertips on an iPad screen. Using the theoretical constructs of double instrumental genesis, instrumental distance and didactical landmarks, I identify and highlight sociocultural influences described by each of the teachers as being impactful on their integration of this digital technology into their mathematics teaching. These influences included other teachers and the researchers who were part of a larger research project involving TT, as well as the students in each of the case study teachers’ classes. My analysis indicates the multi-faceted and complex nature of the process of double instrumental genesis that teachers undergo when implementing digital technology and how sociocultural factors impact teachers’ personal and professional instrumental geneses.

Functional states of prelimbic and related circuits during the acquisition of a GO/noGO task in rats.

GO/noGO tasks enable assessing decision-making processes and the ability to suppress a specific action according to the context. Here, rats had to discriminate between 2 visual stimuli (GO or noGO) shown on an iPad screen. The execution (for GO) or nonexecution (for noGO) of the selected action (to touch or not the visual display) were reinforced with food. The main goal was to record and to analyze local field potentials collected from cortical and subcortical structures when the visual stimuli were shown on the touch screen and during the subsequent activities. Rats were implanted with recording electrodes in the prelimbic cortex, primary motor cortex, nucleus accumbens septi, basolateral amygdala, dorsolateral and dorsomedial striatum, hippocampal CA1, and mediodorsal thalamic nucleus. Spectral analyses of the collected data demonstrate that the prelimbic cortex was selectively involved in the cognitive and motivational processing of the learning task but not in the execution of reward-directed behaviors. In addition, the other recorded structures presented specific tendencies to be involved in these 2 types of brain activity in response to the presentation of GO or noGO stimuli. Spectral analyses, spectrograms, and coherence between the recorded brain areas indicate their specific involvement in GO vs. noGO tasks.

Validation of cognitive and neuromuscular latencies using an iPad-based tool to quantify simple reaction times in asymptomatic subjects.

Simple reaction times (SRTs), measured in milliseconds (msec), are equal to the sum of subject-dependent latencies that occur during cognitive processing and neuromuscular responses to a preprogrammed stimulus presented to a subject. SRTs have the advantage of being a relatively pure, neurologically driven motor/sensory task that provides a clinician with a generalized assessment of functional deficits. SRTs are easily obtained, and studies have reported that the average number of finger-taps during a 10-s interval can be utilized to distinguish between patients with mild traumatic brain injury (TBI) and healthy controls. A stimulus/response SRT protocol, utilizing an iPad-based tool, was utilized to see if differentiation andquantification of individual components of cognitive latency (CL) and neuromuscular latency (NL) from a subject's total SRT could be accomplished. The study hypothesis was that cognitive latencies, related to a specific cognitive challenge, would remain constant even as latencies due to neuromuscular challenges changed. Two categories of SRT tests were utilized. The first was a simple finger tapping test (FTT), without any cognitive involvement, that was designed to quantify pureNL. The second test was a choice test (CT) that was characterized by the addition of a cognitive task to the FTT. The objective of the FTT was for the subject to simply tap a single target positioned on the iPad screen as fast as possible over an interval of 10s. Measurement of the SRT began when a target was displayed and ended when the target was tapped. Two levels of challenge for the FTT and CT tests were presented to the subjects: a small random displacement (SD) of the target of up to 6mm, and a large random displacement (LD) of the target of up to 24mm. It was expected that the magnitude of the SRT (FTT) would be directly related to the magnitude of the displacement of the target due to kinematic response characteristics of the hand and arm. To validate the study hypothesis, CL for both small and large displacements was calculated by subtracting the respective NL from the total SRT. Utilizing a repeated measures t-test analysis utilizing SPSS, a significant difference between CL (SD) and CL (LD) at p=0.696 was not observed. Differentiation and quantification of individual components of CL and NL from a subject's total SRTwas accomplished. An Apple iPad Pro was selected asa platform for our study because: (1) it is readily available, affordable, and programmable; (2) it meets a requirement for portability; and (3) it allows the modification/addition of test parameters to meet future needs. The ability to quantify the extent of cognitive andneuromuscular dysfunction in the TBI patient is an essential component of developing an effective treatment plan.

The use of Hololens increases the engagement while reducing the cognitive load of senior medical students when overlaying medical imaging of body donors during the dissection

Augmented reality (AR) has recently been implemented in medicine as an integrative way to view virtual objects while simultaneously interacting with the physical environment. The technology offers many benefits for education in fields that require interactive and visual learning activities, such as human anatomy. However, AR is a novel and very advanced technology, so justifying its use in the field or classroom necessitates extensive study of its effects on mental processes. Accordingly, the purpose of this study was to evaluate cognitive markers of students’ engagement and cognitive load while they used AR technology to overlay donor‐specific diagnostic imaging (DSDI) onto the corresponding body donors in a fourth‐year medical elective course at McGill University. Each participnt (n = 12) used DSDI on a head‐mounted Microsoft HoloLens and DSDI on an Apple iPad to examine the underlying anatomy of their assigned body donor before beginning their dissection. Participants wore portable five‐lead electroencephalographic (EEG) devices to collect cognitive processing data. Engagement (engagement index; EI) and cognitive load (theta‐alpha ratio; TAR) were compared between HoloLens and iPad use conditions. Mean EI under the HoloLens condition (0.499 ± 0.038) was significantly higher than the mean EI under the iPad condition (0.297 ± 0.037; P = 0.002) while the mean TAR under the HoloLens condition (1.508 ± 0.047) was significantly lower than that collected during the iPad trial (1.813 ± 0.071; P= 0.012). Together, these results indicate that use of the HoloLens to superimpose radiographic images onto a human cadaver during dissection is significantly more engaging than examining the same images on a 2D iPad screen, and also imposes a lesser cognitive load for the same task.

Психологическая модель процесса восприятия дошкольниками виртуальных объектов

The study of children’s perception of computer models of objects (virtual objects), as different from objects of the physical world in their characteristics, is a urgent problem, but poorly researched. The goal of research is to develop a psychological model of the process of perception and recognition by preschoolers of a virtual 3D object when performing actions with it on the iPad screen. The developed model is empirically verified and makes it possible to explain the results obtained in the experiment to study the differences in the recognition of a virtual 3D object and its real prototype after perception under conditions of unimodal (visual, haptic) and bimodal (visual-haptic) perception. The experiment involved 115 preschool children (4—6 years old), divided into 5 randomized groups. It was found that during haptic recognition of a previously presented virtual object, children significantly more often chose a distractor figure that had the same dimension as the original object, but differed from it in the absence of shape details (φ * emp = 1.697, p <0.05). These results are explained by the specifics of the nature of interaction with virtual objects on the iPad screen (impact on the object without direct contact with it), as well as the discrepancy between expectations based on the experience of interacting with real objects.

Восприятие дошкольниками виртуальных объектов в процессе использования информационных устройств с сенсорным экраном

Introduction. The article focuses on the mental development of children of early and preschool age in a situation where they simultaneously perceive both the real and the virtual worlds. Specifically, the article deals with the perception of the shape and weight of a virtual object in conditions of visual/tactile inconsistency. Materials and methods. The article presents the results of a series of empirical studies of the cognitive activity of preschool children when they perceive three-dimensional objects modeled by means of information devices with a touch screen. We used customized experimental procedures and a computer application which records the kinematics of a virtual object moving on the iPad screen. The novelty of our empirical study lies in the use of the analytical approach to research the role of vision and tactile perception. Research results. The obtained empirical data shows that preschoolers perceive computer models of three-dimensional objects on the screen as three-dimensional, despite the discrepancy between visual and haptic information about these objects received when performing actions with them on a two-dimensional screen surface. In the event preschoolers do not have the opportunity to perform actions with the image of a three-dimensional object on the screen of a tablet computer, they significantly more often perceive the object as two-dimensional. Conclusion. These results are consistent with foreign studies of perception in conditions of multisensory conflict—the foreign authors conclude that the brain tends to integrate visual and tactile information and gives more weight to the information which is more reliable. The result of perception is determined not so much by the actual sensory information but by the assessment of probability of the object having a particular feature, taking into account the existing associations.

"Did I just do that?"-Six-month-olds learn the contingency between their vocalizations and a visual reward in 5 minutes.

It has been shown that infants can increase or modify a motorically available behavior such as sucking, kicking, arm waving, etc., in response to a positive visual reinforcement (e.g., DeCasper & Fifer, 1980; Millar, 1990; Rochat & Striano, 1999; Rovee‐Collier, 1997; Watson & Ramey, 1972). We tested infants to determine if they would also change their vocal behavior in response to contingent feedback, which lacks the social, emotional, and auditory modeling typical of parent‐child interaction. Here, we show that in a single five‐minute session infants increase the rate of their vocalizations in order to control the appearance of colorful shapes on an iPad screen. This is the first experimental study to demonstrate that infants can rapidly learn to increase their vocalizations, when given positive reinforcement with no social element. This work sets the foundations for future studies into the causal relationship between the number of early vocalizations and the onset of words. In addition, there are potential clinical applications for reinforcing vocal practice in infant populations who are at risk for poor language skills.

S3

With smart devices being an essential part of our everyday lives, unsupervised access to the mobile sensors' data can result in a multitude of side-channel attacks. In this paper, we study potential data leaks from Apple Pencil (2nd generation) supported by the Apple iPad Pro, the latest stylus pen which attaches to the iPad body magnetically for charging. We observe that the Pencil's body affects the magnetic readings sensed by the iPad's magnetometer when a user is using the Pencil. Therefore, we ask: Can we infer what a user is writing on the iPad screen with the Apple Pencil, given access to only the iPad's motion sensors' data? To answer this question, we present Side-channel attack on Stylus pencil through Sensors (S3), a system that identifies what a user is writing from motion sensor readings. We first use the sharp fluctuations in the motion sensors' data to determine when a user is writing on the iPad. We then introduce a high-dimensional particle filter to track the location and orientation of the Pencil during usage. Lastly, to guide particles, we build the Pencil's magnetic map serving as a bridge between the measured magnetic data and the Pencil location and orientation. We evaluate S3 with 10 subjects and demonstrate that we correctly identify 93.9%, 96%, 97.9%, and 93.33% of the letters, numbers, shapes, and words by only having access to the motion sensors' data.

An Analysis of the Nature of Young Students’ STEM Learning in 3D Technology-Enhanced Makerspaces

ABSTRACT Research Findings: This study was undertaken to investigate learning processes and outcomes from using 3D design and printing technologies with children aged 5–8 years, in three schools in a metropolitan city in Australia. Data were collected from five sources (teacher interviews, surveys, journals; student interviews; and iPad screen recordings) and analyzed to identify themes responding to the question: What is the nature of students’ learning and learning processes in technology-enhanced Makerspaces? Findings report the perspectives of teachers and students, supplemented by screen recordings from the iPads. Students were found to have significant engagement in learning through involvement in these technology-enhanced Makerspaces, and to have developed skills and understanding in a number of areas including: digital technical proficiency, design thinking, problem solving, critical thinking, collaboration, and communication. Findings are conceptualized using a research-informed Maker Literacies Framework, to better understand the nature of students’ learning and work processes while engaged in these environments. Practice or Policy: Findings imply that Makerspaces with 3D design and printing could be used to promote young children’s STEM literacies although teachers need to be mindful of the need to explicitly plan for and teach important STEM concepts, if learning in these disciplines is a goal.

BabblePlay: An app for infants, controlled by infants, to improve early language outcomes

This project set out to develop an app for infants under one year of age that responds in real time to language-like infant utterances with attractive images on an iPad screen. Language-like vocalisations were defined as voiced utterances which were not high pitched squeals, nor shouts. The app, BabblePlay, was intended for use in psycholinguistic research to investigate the possible causal relationship between early canonical babble and early onset of word production. It is also designed for a clinical setting, (1) to illustrate the importance of feedback as a way to encourage infant vocalisations, and (2) to provide consonant production practice for infant populations that do not vocalise enough or who vocalise in an atypical way, specifically, autistic infants (once they have begun to produce consonants). This paper describes the development and testing of BabblePlay, which responds to an infant’s vocalisations with colourful moving shapes on the screen that are analogous to some features of the infant’s vocalization including loudness and duration. Validation testing showed high correlation between the app and two human judges in identifying vocalisations in 200 min of BabblePlay recordings, and a feasibility study conducted with 60 infants indicates that they can learn the contingency between their vocalisations and the appearance of shapes on the screen in one five minute BabblePlay session. BabblePlay meets the specification of being a simple and easy-to-use app. It has been shown to be a promising tool for research on infant language development that could lead to its use in home and professional environments to demonstrate the importance of immediate reward for vocal utterances to increase vocalisations in infants.

Effects of Cultural and Educational Variables on a Computerized Continuous Performance Task: the EMBRACED CPT

Abstract Objective The continuous performance tests (CPTs) are the gold standard to assess vigilance or sustained attention. Many studies have shown that educational level is significantly associated with performance on the CPTs. However, very few studies have made comparisons that included cultural factors (Miranda et al, 2008). Given the breadth of educational systems in different parts of the world, it could be expected that the effect of educational level will vary depending on the culture of origin. The aim of this study was to examine the effect of education on performance on a CPT task in 3 ethnically diverse groups (Hispanic, Non-Hispanic and Spanish). Participants and Method This study includes 57 participants in the EMBRACED project: 12 Hispanic Americans, 26 non-Hispanics Americans, and 19 Spaniards (8.3%, 30% and 57% with high education respectively). Educational level was defined as high (university degree and above) or low (less than a university degree). The EMBRACED CPT is computerized and demands the participant to touch the iPad screen each time a target is presented. In 3 blocks of 100 stimuli each, the number of hits, omissions, and commissions is recorded. Results A mixed between-within subjects analysis of variance was conducted to compare scores in the three blocks of the CPT in relation to the three cultural groups and by education levels. Results showed no interaction effects between cultural groups and education, and no main effects of education for any of the studied variables. However, there was a significant main effect for cultural group for hits (F = 4.676, P = .014) and omissions (F = 5.614, p = .006). Conclusions The overall results for education in this study were not significant and would need further study. The variability in cultural group revealed a consistent effect across all studied variables. The non-Hispanics scored higher in hits and the Spaniards had more omissions. These results justify the need for cultural adaptation of neuropsychological measures. References Miranda, M. C., Sinnes, E. G., Pompeia, S., & Francisco Amodeo Bueno, O. (2008). A comparative study of performance in the Conners' Continuous Performance Test between Brazilian and North American children. Journal of Attention Disorders, 11(5), 588-598.

Computerized Writing and Reading Instruction for Students in Grades 4 to 9 With Specific Learning Disabilities Affecting Written Language.

Computer scientists and educational researchers evaluated effectiveness of computerized instruction tailored to evidence-based impairments in specific learning disabilities (SLDs) in students in grades 4 to 9 with persisting SLDs despite prior extra help. Following comprehensive, evidence-based differential diagnosis for dysgraphia (impaired handwriting), dyslexia (impaired word reading and spelling), and oral and written language learning disability (OWL LD), students completed 18 sessions of computerized instruction over about 3 months. The 11 students taught letter formation with sequential, numbered, colored arrow cues with full contours who wrote letters on lines added to iPAD screen showed more and stronger treatment effects than the 21 students taught using only visual motion cues for letter formation who wrote on an unlined computer monitor. Teaching to all levels of language in multiple functional language systems (by ear, eye, mouth, and hand) close in time resulted in significant gains in reading and writing skills for the group and in diagnosed SLD hallmark impairments for individuals; also, performance on computerized learning activities correlated with treatment gains. Results are discussed in reference to need for both accommodations and explicit instruction for persisting SLDs and the potential for computers to teach handwriting, morphophonemic orthographies, comprehension, and composition.

Be Telepractical

Be Telepractical

“Open-Box” Approach to Measuring Fluorescence Quenching Using an iPad Screen and Digital SLR Camera

Fluorescence quenching is an analytical technique and a common undergraduate laboratory exercise. Unfortunately, a typical quenching experiment requires the use of an expensive fluorometer that measures the relative fluorescence intensity of a single sample in a closed compartment unseen by the experimenter. To overcome these shortcomings, we designed an “open-box” fluorescence quenching method that uses an iPad screen as the excitation source and a digital single-lens reflex (SLR) camera as the detector. This setup enables a complete fluorescence quenching experiment to be performed and an accurate Stern–Volmer plot to be generated by analyzing a single image of six fluorescein samples and applying correction factors. The Stern–Volmer quenching constant (KSV) calculated using this method was 9.62 ± 0.27 L mol–1; fluorometer value, 9.52 ± 0.40 L mol–1; literature values, 9.0 ± 0.2 L mol–1 and 9.608 L mol–1. These results demonstrate that, in addition to allowing direct visualization of the chemical processes and simultaneous measurement of multiple samples, this simple method yields quantitative results comparable in accuracy to the more expensive fluorometer.

Evaluating Preferred Augmentative and Alternative Communication Strategies for Patients in Long-Term Health Care Hospitals

Long-term acute medical care hospital (LTACH) units serve a wide range of individuals, with serious medical problems requiring intense, special treatment for an extended period of time. Some of LTACH patients are unable to meet all of their communication needs using their natural speech, either temporarily or permanently. The purpose of this investigation was to survey personnel groups who routinely work in LTACH units regarding their preferences related to 3 communication options containing 27 representative communication boards, that were supported by mobile technology including an iPad only, an iPad with a flat screen that mirrored the iPad screen, and an iPad with a projected image that mirrored the iPad screen. Participants from 3 groups, (1) registered nurses and nursing assistants; (2) allied health professionals including respiratory, physical, and occupational therapists; and (3) speech-language pathologists, ranked the iPad-only AAC choice highest for patients in LTACH units followed by the iPad with screen, and iPad with projector. For the ease of use items by patients, families, and staff, all participant groups rated the iPad alone higher than the iPad with flat screen or the iPad with projector.

Reproducibility of measurements in tablet-assisted, PC-aided, and manual cephalometric analysis

To assess the reproducibility of cephalometric measurements performed with software for a tablet, with a program for personal computers (PCs), and manually. The pretreatment lateral cephalograms of 20 patients that were acquired using the same digital cephalometer were collected. Tracings were performed with NemoCeph for Windows (Nemotec), with SmileCeph for iPad (Glace Software), and by hand. Landmark identification was carried out with a mouse-driven cursor using NemoCeph and with a stylus pen on the iPad screen using SmileCeph. Hand tracings were performed on printouts of the cephalograms, using a 0.3-mm 2H pencil and a protractor. Cephalometric landmarks and linear and angular measurements were recorded. All the tracings were done by the same investigator. To evaluate reproducibility, for each cephalometric measurement the agreement between the value derived from NemoCeph, that given by SmileCeph and that measured manually was assessed with the intraclass correlation coefficient (ICC). Agreement was rated as low for an ICC≤0.75, and an ICC>0.75 was considered indicative of good agreement. Also, differences in measurements between each software and manual tracing were statistically evaluated (P<.05). All the measurements had ICC>0.8, indicative of a high agreement among the tracing methods. Relatively lower ICCs occurred for linear measurements related to the occlusal plane and to N perpendicular to the Frankfurt plane. Differences in measurements between both software programs and hand tracing were not statistically significant for any of the cephalometric parameters. Tablet-assisted, PC-aided, and manual cephalometric tracings showed good agreement.

A Mobile Chinese Calligraphic Training System Using Virtual Reality Technology

Traditional method to learn Chinese calligraphy needs long hour's practice and the practice process often makes learners feel boring. And learners cannot get instant evaluation result during training. In this paper we introduce a new mobile Chinese Calligraphic training system based on virtual reality. The system is inspired by the way of tradition way to learn calligraphy which includes three main steps: a) learning stroke order of character; b) copying writing; c) real writing. Firstly the system demonstrates the right stroke order of calligraphic character with 2D and 3D mode. Secondly learner can write on iPad screen to practice copying writing. Meanwhile the leaner's writing track will be captured and evaluated according the similarity. The result of user studies shows that our system can successfully guide learners to improve their writing skills and motive them to learn calligraphy.

Using an Apple iPad™ to assist fibreoptic intubation

We read with interest the review of mobile phone technology by Sheraton et al. 1 and its impact in developing world anaesthesia practice. We would like to share a recent innovation for replacing the video-stack systems with which fibreoptic ’scopes are traditionally used. Fibreoptic intubation remains an essential anaesthetic skill for securing an airway. Ergonomically, it is better to use an intubating fibrescope in conjunction with a traditional video-stack system, as this provides a bigger image than looking through the small eyepiece, better posture for the operator and a shared view of the airway, which is essential for teaching. However, traditional video-stack systems are expensive and have a large carbon footprint. Their key functions are to allow live video and images to be displayed, captured and exported. We describe a proof of concept method of reproducing these key features of a traditional video-stack system using an Apple iPad™ (Apple, Cupertino, CA, USA), a Proscope Mobile™ (Bodelin Technologies, Lake Oswego, OR, USA), and their free proprietary AirMicro app (iTunes, App Store). One of the authors (DL) tested the device in a simulated intubation using a 3rd generation SimMan™ (Laerdal, Stavanger, Norway; Fig. 1). After 10 recorded attempts, the average time to reach the carina was 19 s and there were no failed attempts. However, there was a detectable lag between the image and the physical movement of the fiberscope. In addition, the camera resolution was felt to be too low and there was visible pixillation on the iPad screen. Additionally, the borescope adaptor allowed the camera to swivel, thereby changing the orientation of the screen image – this was easily resolved by wrapping an elastic band around the rotating part. The camera did change the handling of the fiberscope by making it rather top-heavy. Despite all these limitations, we believe that we have successfully described a proof of concept idea at a fraction of the cost of a traditional stack system, yet replicating all its key features. Clearly, both hardware and software need to be further refined before it is suitable for clinical use. For example, a camera with higher resolution, using BlueTooth technology rather than WiFi, would improve image quality and lag time.

Comparison of alphabetical versus categorical display format for medication order entry in a simulated touch screen anesthesia information management system: an experiment in clinician-computer interaction in anesthesia

BackgroundAnesthesia information management system (AIMS) records should be designed and configured to facilitate the accurate and prompt recording of multiple drugs administered coincidentally or in rapid succession.MethodsWe proposed two touch-screen display formats for use with our department’s new EPIC touch-screen AIMS. In one format, medication “buttons” were arranged in alphabetical order (i.e. A-C, D-H etc.). In the other, buttons were arranged in categories (Common, Fluids, Cardiovascular, Coagulation etc.). Both formats were modeled on an iPad screen to resemble the AIMS interface. Anesthesia residents, anesthesiologists, and Certified Registered Nurse Anesthetists (n = 60) were then asked to find and touch the correct buttons for a series of medications whose names were displayed to the side of the entry screen. The number of entries made within 2 minutes was recorded. This was done 3 times for each format, with the 1st format chosen randomly. Data were analyzed from the third trials with each format to minimize differences in learning.ResultsThe categorical format had a mean of 5.6 more drugs entered using the categorical method in two minutes than the alphabetical format (95% confidence interval [CI] 4.5 to 6.8, P < 0.0001). The findings were the same regardless of the order of testing (i.e. alphabetical-categorical vs. categorical - alphabetical) and participants’ years of clinical experience. Most anesthesia providers made no (0) errors for most trials (N = 96/120 trials, lower 95% limit 73%, P < 0.0001). There was no difference in error rates between the two formats (P = 0.53).ConclusionsThe use of touch-screen user interfaces in healthcare is increasingly common. Arrangement of drugs names in a categorical display format in the medication order-entry touch screen of an AIMS can result in faster data entry compared to an alphabetical arrangement of drugs. Results of this quality improvement project were used in our department’s design of our final intraoperative electronic anesthesia record. This testing approach using cognitive and usability engineering methods can be used to objectively design and evaluate many aspects of the clinician-computer interaction in electronic health records.