Pub Date : 2018-01-14DOI: 10.3929/ETHZ-B-000222486
Vsevolod Peysakhovich, F. Dehais, A. Duchowski
The emergence of affordable mobile eye-trackers has allowed to study gaze behavior in real-world environments. However, the gaze mapping from recorded video to a static reference image is a complex and open problem. Finding a reference image within the video frames, i.e., image matching, can give satisfying results, but occluded or overlapped objects are almost impossible to locate using this technique. We suggest using ArUco fiducial markers (and their associated software library available in OpenCV) to map gaze to dynamic Areas Of Interest (AOIs) within a reference image. Although such markers have been used previously, technical details of marker detection and mapping have been sparse. The current approach consists of three steps: (1) define an AOI using markers, then (2) resolve any conflict among overlapping AOIs, and (3) map the gaze point to the reference image. A dynamic AOI can be defined using one or more corner markers. When camera rotations are limited and the object is relatively orthogonal to the camera, it is possible to define an AOI using only one corner marker. When the camera rotates, its pose estimation is required to project corner points to the camera image plane. An AOI can also be defined with four corner markers, which has the advantage of robustness with respect to camera rotations, and no a priori required knowledge of the physical dimensions of the object. The two approaches can be combined, e.g., when using four corner markers and one of the markers is most (due to occlusion or view angle), the basis vectors can be used to interpolate the position of the lost marker. When two or more AOIs overlap and all the markers are tracked, gaze should be marked on the AOI closer to the camera. The distance to an object can be defined knowing the length of the object, the number of pixels spanned on the image and the pre-computed camera focal parameter. Once the AOIs are defined and marker overlaps are resolved, the gaze point can be mapped to the coordinates of the reference image using homography.
{"title":"ArUco/Gaze Tracking in Real Environments","authors":"Vsevolod Peysakhovich, F. Dehais, A. Duchowski","doi":"10.3929/ETHZ-B-000222486","DOIUrl":"https://doi.org/10.3929/ETHZ-B-000222486","url":null,"abstract":"The emergence of affordable mobile eye-trackers has allowed to study gaze behavior in real-world environments. However, the gaze mapping from recorded video to a static reference image is a complex and open problem. Finding a reference image within the video frames, i.e., image matching, can give satisfying results, but occluded or overlapped objects are almost impossible to locate using this technique. We suggest using ArUco fiducial markers (and their associated software library available in OpenCV) to map gaze to dynamic Areas Of Interest (AOIs) within a reference image. Although such markers have been used previously, technical details of marker detection and mapping have been sparse. The current approach consists of three steps: (1) define an AOI using markers, then (2) resolve any conflict among overlapping AOIs, and (3) map the gaze point to the \u0000reference image. A dynamic AOI can be defined using one or more corner markers. When camera rotations are limited and the object is relatively orthogonal to the camera, it is possible to define an AOI using only one corner marker. When the camera rotates, its pose estimation is required to project corner points to the camera image plane. An AOI can also be defined with four corner markers, which has the advantage of robustness with respect to camera rotations, and no a priori required knowledge of the physical dimensions of the object. The two approaches can be combined, e.g., when using four corner markers and one of the markers is most (due to occlusion or view angle), the basis vectors can be used to interpolate the position of the lost marker. When two or more AOIs overlap and all the markers are tracked, gaze should be marked on the AOI closer to the camera. The distance to an object can be defined knowing the length of the object, the number of pixels spanned on the image and the pre-computed camera focal parameter. Once the AOIs are defined and marker overlaps are resolved, the gaze point can be mapped to the coordinates of the reference image using homography.","PeriodicalId":51381,"journal":{"name":"Educational Technology & Society","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2018-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44409793","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-06-05DOI: 10.24966/ETS-8798/100020
D. Beech
{"title":"Colorectal Cancer – An Emergency Room Diagnosis in African Americans","authors":"D. Beech","doi":"10.24966/ETS-8798/100020","DOIUrl":"https://doi.org/10.24966/ETS-8798/100020","url":null,"abstract":"","PeriodicalId":51381,"journal":{"name":"Educational Technology & Society","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2017-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49389619","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Digital Games in Language Learning and Teaching","authors":"N. Juan, J. Laborda","doi":"10.1057/9781137005267","DOIUrl":"https://doi.org/10.1057/9781137005267","url":null,"abstract":"","PeriodicalId":51381,"journal":{"name":"Educational Technology & Society","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2013-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1057/9781137005267","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58217456","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-09-27DOI: 10.1007/978-1-4614-1083-6
A. Jimoyiannis
{"title":"Research on e-Learning and ICT in Education","authors":"A. Jimoyiannis","doi":"10.1007/978-1-4614-1083-6","DOIUrl":"https://doi.org/10.1007/978-1-4614-1083-6","url":null,"abstract":"","PeriodicalId":51381,"journal":{"name":"Educational Technology & Society","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2011-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/978-1-4614-1083-6","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50976972","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Brian K McFarlin, Randi J Weintraub, Whitney Breslin, Katie C Carpenter, Kelley Strohacker
Online-learning environment can substantially improve student learning and retention of key health concepts. In this case report, we describe our approach for the design of online learning modules to teach concepts in an undergraduate health science/kinesiology curriculum. This report describes our use of these concepts in two lower division and one upper division college courses at a major university in Texas. While our approach is based on our experience in health science/kinesiology courses, we anticipate that this report will inspire educators to explore the use of online learning principles in a variety of college courses.
{"title":"Designing Online Learning Modules in Kinesiology.","authors":"Brian K McFarlin, Randi J Weintraub, Whitney Breslin, Katie C Carpenter, Kelley Strohacker","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>Online-learning environment can substantially improve student learning and retention of key health concepts. In this case report, we describe our approach for the design of online learning modules to teach concepts in an undergraduate health science/kinesiology curriculum. This report describes our use of these concepts in two lower division and one upper division college courses at a major university in Texas. While our approach is based on our experience in health science/kinesiology courses, we anticipate that this report will inspire educators to explore the use of online learning principles in a variety of college courses.</p>","PeriodicalId":51381,"journal":{"name":"Educational Technology & Society","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2011-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4163957/pdf/nihms594585.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"32677483","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jordana Muroff, Maryann Amodeo, Mary Jo Larson, Margaret Carey, Ralph D Loftin
This article describes a data management system (DMS) developed to support a large-scale randomized study of an innovative web-course that was designed to improve substance abuse counselors' knowledge and skills in applying a substance abuse treatment method (i.e., cognitive behavioral therapy; CBT). The randomized trial compared the performance of web-course-trained participants (intervention group) and printed-manual-trained participants (comparison group) to determine the effectiveness of the web-course in teaching CBT skills. A single DMS was needed to support all aspects of the study: web-course delivery and management, as well as randomized trial management. The authors briefly reviewed several other systems that were described as built either to handle randomized trials or to deliver and evaluate web-based training. However it was clear that these systems fell short of meeting our needs for simultaneous, coordinated management of the web-course and the randomized trial. New England Research Institute's (NERI) proprietary Advanced Data Entry and Protocol Tracking (ADEPT) system was coupled with the web-programmed course and customized for our purposes. This article highlights the requirements for a DMS that operates at the intersection of web-based course management systems and randomized clinical trial systems, and the extent to which the coupled, customized ADEPT satisfied those requirements. Recommendations are included for institutions and individuals considering conducting randomized trials and web-based training programs, and seeking a DMS that can meet similar requirements.
{"title":"A Data Management System Integrating Web-based Training and Randomized Trials: Requirements, Experiences and Recommendations.","authors":"Jordana Muroff, Maryann Amodeo, Mary Jo Larson, Margaret Carey, Ralph D Loftin","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>This article describes a data management system (DMS) developed to support a large-scale randomized study of an innovative web-course that was designed to improve substance abuse counselors' knowledge and skills in applying a substance abuse treatment method (i.e., cognitive behavioral therapy; CBT). The randomized trial compared the performance of web-course-trained participants (intervention group) and printed-manual-trained participants (comparison group) to determine the effectiveness of the web-course in teaching CBT skills. A single DMS was needed to support all aspects of the study: web-course delivery and management, as well as randomized trial management. The authors briefly reviewed several other systems that were described as built either to handle randomized trials or to deliver and evaluate web-based training. However it was clear that these systems fell short of meeting our needs for simultaneous, coordinated management of the web-course and the randomized trial. New England Research Institute's (NERI) proprietary Advanced Data Entry and Protocol Tracking (ADEPT) system was coupled with the web-programmed course and customized for our purposes. This article highlights the requirements for a DMS that operates at the intersection of web-based course management systems and randomized clinical trial systems, and the extent to which the coupled, customized ADEPT satisfied those requirements. Recommendations are included for institutions and individuals considering conducting randomized trials and web-based training programs, and seeking a DMS that can meet similar requirements.</p>","PeriodicalId":51381,"journal":{"name":"Educational Technology & Society","volume":null,"pages":null},"PeriodicalIF":4.0,"publicationDate":"2011-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4235971/pdf/nihms578878.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"32830935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：