SMART: system of augmented reality for teaching

Os computadores e os jogos de consola, são um vocabulário bem comum dos jovens e das crianças de hoje. No entanto, na maior parte das escolas, o processo de ensino-aprendizagem continua a ser feito da forma tradicional através do recurso aos quadros pretos e aos cadernos. Este projecto pretende mostrar que, se as aulas forem dadas de uma forma mais interactiva, as crianças estarão mais motivadas e consequentemente a taxa de aprendizagem terá tendência a aumentar. Pretende-se então, utilizar a tecnologia – a Realidade Aumentada, acreditando que será uma mais valia para o ensino, pois permite estabelecer novas relações com o saber, ultrapassando os limites dos materiais tradicionais e contribuindo para a diminuição da distância entre os alunos e o conhecimento.

SysteM of augmented reality for teaching kids: smartkids

As crianças do jardim de infância/pré-escola são um grupo de utilizadores muito especiais, uma vez que se encontram numa fase inicial das suas vidas onde têm de aprender a viver em sociedade, isto é, aprender a ouvir e respeitar as opiniões dos outros, partilhar os mesmos objectos e também a ajudar-se mutuamente. Este estudo mostra que através da utilização da tecnologia Realidade Aumentada, estas crianças são capazes de colaborar de uma forma espontânea suportada pela motivação, envolvimento e curiosidade. Descreve-se o design e a avaliação de um jogo de Realidade Aumentada, que consiste num sistema educativo para o ensino de crianças do pré-escolar. Este jogo permite que as crianças explorem conceitos tais como os animais e os meios onde vivem através de marcadores de Realidade Aumentada e de um tabuleiro de madeira. Estes marcadores consistem nas peças do jogo e através deles, as crianças podem manipular objectos virtuais em 3D. Foram realizados testes com diversas turmas de crianças em diferentes ambientes de aprendizagem, nomeadamente em escolas e num museu. Os resultados sugerem que o jogo é eficaz para obter níveis altos de concentração, motivação e colaboração entre as crianças, particularmente quando o feedback do jogo é fornecido de forma imediata. Os resultados mostram também que o jogo tem um impacto positivo sobre a experiência de aprendizagem das crianças.

Use of novel biomarkers (Homocysteine, vitamin B6, B9 and B12) on the assessing the progression of cardiovascular disease

A large number of evidences correlate elevated levels of homocysteine (Hcys) with a higher cardiovascular diseases (CVDs) risk, especially, atherosclerosis. Similarly, abnormal low levels of the vitamins B6, B9 and B12 are associated to an instability in the methionine cycle with an over production of Hcys. Thus, biomedical sciences are looking forward for a cheaper, faster, precise and accurate analytical methodology to quantify these compounds in a suitable format for the clinical environment. Therefore the objective of this study was the development of a simple, inexpensive and appropriate methodology to use at the clinical level. To achieve this goal, a procedure integrating a digitally controlled (eVol®) microextraction by packed sorbent (MEPS) and an ultra performance liquid chromatography (UPLC) coupled to a photodiode array detector (PDA) was developed to identify and quantify Hcys vitamins B6, B9 and B12. Although different conditions were assayed, we were not able to combine Hcys with the vitamins in the same analytical procedure, and so we proceeded to the optimization of two methods differing only in the composition of the gradient of the mobile phase and the injected volume. It was found that MEPS did not bring any benefit to the quantification of the Hcys in the plasma. Therefore, we developed and validate an alternative method that uses the direct injection of treated plasma (reduced and precipitated). This same method was evaluated in terms of selectivity, linearity, limit of detection (LOD), limit of quantification (LOQ), matrix effect and precision (intra-and inter-day) and applied to the determination of Hcys in a group composed by patients presenting augmented CVD risk. Good results in terms of selectivity and linearity (R2> 0.9968) were obtained, being the values of LOD and LOQ 0.007 and 0.21 mol / L, respectively. The intra-day precision (1.23-3.32%), inter-day precision (5.43-6.99%) and the recovery rate (82.5 to 93.1%) of this method were satisfactory. The matrix effect (>120%) was, however, higher than we were waiting for. Using this methodology it was possible to determine the amount of Hcys in real plasma samples from individuals presenting augmented CVD risk. Regarding the methodology developed for vitamins, despite the optimization of the extraction technique and the chromatographic conditions, it was found that the levels usually present in plasma are far below the sensitivity we obtained. Therefore, further optimizations of the methodology developed are needed. As conclusion, part of the objectives of this study was achieved with the development of a quick, simple and cheaper method for the quantification of Hcys.

Quantifying epistemic actions in human-computer interaction

As digital systems move away from traditional desktop setups, new interaction paradigms are emerging that better integrate with users’ realworld surroundings, and better support users’ individual needs. While promising, these modern interaction paradigms also present new challenges, such as a lack of paradigm-specific tools to systematically evaluate and fully understand their use. This dissertation tackles this issue by framing empirical studies of three novel digital systems in embodied cognition – an exciting new perspective in cognitive science where the body and its interactions with the physical world take a central role in human cognition. This is achieved by first, focusing the design of all these systems on a contemporary interaction paradigm that emphasizes physical interaction on tangible interaction, a contemporary interaction paradigm; and second, by comprehensively studying user performance in these systems through a set of novel performance metrics grounded on epistemic actions, a relatively well established and studied construct in the literature on embodied cognition. The first system presented in this dissertation is an augmented Four-in-a-row board game. Three different versions of the game were developed, based on three different interaction paradigms (tangible, touch and mouse), and a repeated measures study involving 36 participants measured the occurrence of three simple epistemic actions across these three interfaces. The results highlight the relevance of epistemic actions in such a task and suggest that the different interaction paradigms afford instantiation of these actions in different ways. Additionally, the tangible version of the system supports the most rapid execution of these actions, providing novel quantitative insights into the real benefits of tangible systems. The second system presented in this dissertation is a tangible tabletop scheduling application. Two studies with single and paired users provide several insights into the impact of epistemic actions on the user experience when these are performed outside of a system’s sensing boundaries. These insights are clustered by the form, size and location of ideal interface areas for such offline epistemic actions to occur, as well as how can physical tokens be designed to better support them. Finally, and based on the results obtained to this point, the last study presented in this dissertation directly addresses the lack of empirical tools to formally evaluate tangible interaction. It presents a video-coding framework grounded on a systematic literature review of 78 papers, and evaluates its value as metric through a 60 participant study performed across three different research laboratories. The results highlight the usefulness and power of epistemic actions as a performance metric for tangible systems. In sum, through the use of such novel metrics in each of the three studies presented, this dissertation provides a better understanding of the real impact and benefits of designing and developing systems that feature tangible interaction.