Artificial Neural Network for Laparoscopic Skills Classification Using Motion Signals from Apple Watch

Expert-Novice Level Classification Using Graph Convolutional Network Introducing Confidence-Aware Node-Level Attention Mechanism

In this study, we propose a classification method of expert-novice levels using a graph convolutional network (GCN) with a confidence-aware node-level attention mechanism. In classification using an attention mechanism, highlighted features may not be significant for accurate classification, thereby degrading classification performance. To address this issue, the proposed method introduces a confidence-aware node-level attention mechanism into a spatiotemporal attention GCN (STA-GCN) for the classification of expert-novice levels. Consequently, our method can contrast the attention value of each node on the basis of the confidence measure of the classification, which solves the problem of classification approaches using attention mechanisms and realizes accurate classification. Furthermore, because the expert-novice levels have ordinalities, using a classification model that considers ordinalities improves the classification performance. The proposed method involves a model that minimizes a loss function that considers the ordinalities of classes to be classified. By implementing the above approaches, the expert-novice level classification performance is improved.

Wearable Sensors for Learning Enhancement in Higher Education

Wearable sensors have traditionally been used to measure and monitor vital human signs for well-being and healthcare applications. However, there is a growing interest in using and deploying these technologies to facilitate teaching and learning, particularly in a higher education environment. The aim of this paper is therefore to systematically review the range of wearable devices that have been used for enhancing the teaching and delivery of engineering curricula in higher education. Moreover, we compare the advantages and disadvantages of these devices according to the location in which they are worn on the human body. According to our survey, wearable devices for enhanced learning have mainly been worn on the head (e.g., eyeglasses), wrist (e.g., watches) and chest (e.g., electrocardiogram patch). In fact, among those locations, head-worn devices enable better student engagement with the learning materials, improved student attention as well as higher spatial and visual awareness. We identify the research questions and discuss the research inclusion and exclusion criteria to present the challenges faced by researchers in implementing learning technologies for enhanced engineering education. Furthermore, we provide recommendations on using wearable devices to improve the teaching and learning of engineering courses in higher education.