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A fundamental component of human cognition is the ability to intuitively reason about behaviours of objects and systems in the physical world without resorting to explicit scientific knowledge. This skill was traditionally considered a symbolic process. However, in the last decades, there has been a shift towards ideas of embodiment, suggesting that accessing physical knowledge and predicting physical outcomes is grounded in bodily interactions with the environment. Infants and children, who learn mainly through their embodied experiences, serve as a model to probe the link between reasoning and physical concepts. Here, we tested school-aged children (5- to 15-year-olds) in online reasoning games that involve different physical action concepts such as supporting, launching and clearing. We assessed changes in children's performance and strategies over development and their relationships with the different action concepts. Children reasoned more accurately in problems that involved supporting actions compared to launching or clearing actions. Moreover, when children failed, they were more strategic in subsequent attempts when problems involved support rather than launching or clearing. Children improved with age, but improvements differed across action concepts. Our findings suggest that accessing physical knowledge and predicting physical events are affected by action concepts, and those effects change over development. This article is part of the theme issue 'Minds in movement: embodied cognition in the age of artificial intelligence'. [ABSTRACT FROM AUTHOR]

AbstractThe aim of this article is to examine challenges and motivations among university teachers regarding the use of information and communication technology (ICT) tools in virtual learning environments in the context of an emerging country that is undergoing post-pandemic educational adaptation. A descriptive study was developed with open-ended questions for 123 university education teachers from Colombia to identify their motivations and difficulties after experiencing the pandemic and how they have adapted to them in their educational context. Among the findings, motivations are identified, including those related to environments, savings and collaboration networks, and difficulties are identified, including those related to training, technical support, the availability of resources and platforms. Institutions are called to generate permanent and personalized training plans based on the digital skills and specific needs of teachers. It is concluded that, strategies are needed for the appropriation of web platforms and for the design of adequate content for teaching from nonface-to-face environments, enabling training scenarios not only for teachers but also for students who also need synchronous and non-synchronous continuous support when entering these scenarios.

Student success in Dynamics, a core subject in Mechanical Engineering courses, requires conceptual understanding of complex systems. Dynamics covers motion of particles and objects, and usually relies on 2 dimensional images and/or written descriptions to explain models and problems. This paper explores the value of visual representation of Dynamics problems with an assumption that it would facilitate student understanding of the content. Two approaches were applied for representation of Dynamics problems with the premise of Bring Your Own Device (BYOD): used with augmented reality and web animation activities. Responses from students and reflection from lecturers were collected and reviewed in relation to the applicability and the ease of use. Students and lecturers both appreciated the benefits of visual representation of complex models, and the possibility of manipulating with virtual objects. Lecturers also appreciated the easy access and use of tools during the class.

Student success in Dynamics, a core subject in Mechanical Engineering courses, requires conceptual understanding of complex systems. Dynamics covers motion of particles and objects, and usually relies on 2 dimensional images and/or written descriptions to explain models and problems. This paper explores the value of visual representation of Dynamics problems with an assumption that it would facilitate student understanding of the content. Two approaches were applied for representation of Dynamics problems with the premise of Bring Your Own Device (BYOD): used with augmented reality and web animation activities. Responses from students and reflection from lecturers were collected and reviewed in relation to the applicability and the ease of use. Students and lecturers both appreciated the benefits of visual representation of complex models, and the possibility of manipulating with virtual objects. Lecturers also appreciated the easy access and use of tools during the class. [ABSTRACT FROM AUTHOR]

Teaching-learning processes have been affected by the changes that the introduction of information and communication technologies are making to the current global dynamics. This study examines the trends and evolution of the application of virtual tools in teaching-learning processes. Using a bibliometric analysis, 104 articles retrieved using a search equation defined under the PRISMA methodology were analysed. The results allowed the identification of the most influential contributions, authors, and journals, as well as the trends of research carried out in the field, identifying the authors García-Peñalvo, Sánchez-Prieto and Olmos-Migueláñez as the main references in terms of productivity and impact, as well as the journal Computers in Human Behaviour as the most important in academic impact; additionally, it is identified that COVID-19 and online education are among the main emerging concepts, and higher education and the TAM are among the most solid in the research field. Similarly, the research carried out can be classified into four categories based on their main topic: the acceptance of technology; the design of instruments; the design of platforms; and relevant content. Among the main conclusions, it is mentioned that these tools provide aspects of flexibility, coverage and accessibility at all educational levels. [ABSTRACT FROM AUTHOR]

This paper reports an exploratory sequential mixed-methods and action research study of the Content and Language Integrated Learning (CLIL) methodology at a state institution in Florencia (Colombia). The study aimed to explore the implementation of CLIL in a virtual learning environment and its implications for English as a Foreign Language (EFL) learning during the health emergency caused by COVID-19. The data collection instruments were a single interview, observations, reflective journals, classroom artefacts, and a questionnaire. The findings reveal that the CLIL methodology contributes to English learning. Thus, the results show the significant role of keywords and content vocabulary, contextualized lessons, assignments, and virtual games in fostering the students’ listening skills, oral production, motivation, critical thinking, and development of cultural awareness. Hence, the outcomes demonstrate that the integration of virtual tools benefits the CLIL methodology in the virtual learning environment. Finally, the paper contains evidence supporting the implementation of CLIL, the contributions to EFL learning, and suggestions for further studies.

In response to the requirements imposed by the COVID-19 pandemic in 2020, we developed a remote learning undergraduate workshop for 44 students at the University of Newcastle by embedding scanning electron microscope (SEM) images of Maratus (Peacock) spiders into the MyScope Explore environment. The workshop session had two main components: 1) to use the online MyScope Explore tool to virtually image scales with structural color and pigmented color on Maratus spiders; 2) to join a live SEM session via Zoom to image an actual Maratus spider. In previous years, the undergraduate university students attending this annual workshop would enter the Microscopy Facility at the University of Newcastle to image specimens with SEM; however, in 2020 the Microscopy Facility was closed to student visitors, and this virtual activity was developed in order to proceed with the educational event. The program was highly successful and constitutes a platform that can be used in the future by universities for teaching microscopy remotely. [ABSTRACT FROM AUTHOR]

Introduction: School closures prompted by the COVID-19 pandemic reduced opportunities for US youth to be physically active and disproportionately impacted health disparities in this population. Physical education provides the largest intervention to support the physical activity of school-aged youth, but teachers' opinions about how to maintain quality programming during virtual learning periods remain unexplored. Applying a diversity, equity and inclusion framework, this study explored physical education teachers' perceived significance of different design features for an online teaching tool to promote physical activity equity during school closures.Methods: Previous literature and focus groups informed the development of a survey administered in summer/fall 2020. Survey participants (n = 60) were physical education teachers from 400 randomly selected US preschool-12th grade schools drawing from a national database. Participants rated the significance of four design features in relation to five key attributes of an online supplement to in-person physical education programs. One-way ANOVAs were used to assess differences in teachers' ratings by demographic characteristics.Results: Between-group differences were found in teacher ratings of design features related to the usability, accessibility, equitability, and formal assessment capabilities of an online physical education tool. Differences were based on teacher gender, school level, and geographic location.Conclusions: Future research to promote physical activity equity among preschool-12th grade youth should examine tailored virtual physical education learning tools that address what teachers perceive to be the most significant design features to support equitable physical education among diverse student groups.

A more extensive use of virtual tools in teaching-learning processes needs a professors' and students' proactive attitude, positive experiences, and improvement in their implementation. A cross-sectional study was carried out to know the perceptions of private university students from Lima on the use of the necessary elements for an English language virtual classroom. The sample was composed of 150 accounting students from five universities, whose perceptions on virtual classroom elements were assessed and compared to their previous experiences. Most students were in favor of using the virtual classroom and its different elements, and those who had a previous experience with virtual classrooms were more in favor of using reminders, chats, forums, e-mails and online exercises (p<0,05). In sum, most students were in favor of using the virtual classroom and having a previous experience favors a more positive perception towards online learning tools. [ABSTRACT FROM AUTHOR]

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The interplay between academics and society within the environment of the COVID-19 pandemic has impacted on scientists across the world, prompting reevaluation of how virtual toolboxes can be used to support responsible collaborative research practices. We provide awareness of virtual resources and activities that enable scientific discovery using safe and efficient practices. [ABSTRACT FROM AUTHOR]

Tool use is associated with three visual streams—dorso-dorsal, ventro-dorsal, and ventral visual streams. These streams are involved in processing online motor planning, action semantics, and tool semantics features, respectively. Little is known about the way in which the brain represents virtual tools. To directly assess this question, a virtual tool paradigm was created that provided the ability to manipulate tool components in isolation of one another. During functional magnetic resonance imaging (fMRI), adult participants performed a series of virtual tool manipulation tasks in which vision and movement kinematics of the tool were manipulated. Reaction time and hand movement direction were monitored while the tasks were performed. Functional imaging revealed that activity within all three visual streams was present, in a similar pattern to what would be expected with physical tool use. However, a previously unreported network of right-hemisphere activity was found including right inferior parietal lobule, middle and superior temporal gyri and supramarginal gyrus – regions well known to be associated with tool processing within the left hemisphere. These results provide evidence that both virtual and physical tools are processed within the same brain regions, though virtual tools recruit bilateral tool processing regions to a greater extent than physical tools. [ABSTRACT FROM AUTHOR]

The presenters try to offer the most important findings of the research Evaluation of the on line ELT (English language teaching) course to develop the didactic competence through “Task based approach” as a methodological strategy to solve some methodological difficulties of EFL student-teachers with the use of the software ELT. The participants will learn about the Mosca model used to evaluate virtual tools as well as the evaluation process and the data gathered by means of 7 main categories. The presenters will also discuss how this type of research contributes to meeting the standards of doing research that combines both technological development and pedagogical intervention in Colombian EFL teacher-education programs.

In this paper we analyze and compare several tools of robot simulation. The conducted analysis is aimed to provide a background for choosing the right simulation tool to be integrated into the VIPRO platform which is needed for virtual testing and simulation of the NAO robot. The dynamic simulations required to proper test the behavior of the robot must be made in a high fidelity environment. The results obtained from the analysis have provided not only the means to choose the best tool for the required virtual specifications of VIPRO platform but also a list of tools which a researcher can use according to his needs. [ABSTRACT FROM AUTHOR]

The paper refers to a method and device for controlling the haptic robot designed for moving and navigating of the robots in uncertain environments, allowing actuation in crisis situations or natural disaster in which human life is in danger. An innovative haptic robot control system, in real time with the increase of motion stability, avoiding obstacles, the variable speed or forces, at a low cost and higher performances is developed, with applications in transportation of nuclear materials, military applications, space experiments, MEMS /NMM applications, applications on inaccessible land. [ABSTRACT FROM AUTHOR]

Along with fast progress in robot technologies, robots nowadays are able to tackle complex tasks in organized environments, like factories. However, when they are introduced to human societies, the uncertain and unstructured environments pose much challenge for them to work alone. As detailed programming to deal with all possible scenarios is way too time-consuming, one alternate is to let the human execute the manipulation, but with an effective manipulation system. In this paper, we thus propose such a manipulation system that can achieve natural and efficient governing in real-time. The target robot manipulator is chosen to be with multiple degrees of freedom (DOF) and positioncontrolled for being popular and versatile. We adopt a force-reflection joystick as its manipulative device, which provides haptic feedback and mutual interaction. We also develop a set of virtual tools, a virtual spring, and a virtual bumper to assist the user when executing 3D applications with requirements on both position and orientation. For demonstration, the proposed manipulation system is applied for the tasks of contour following and also screw fastening. [ABSTRACT FROM AUTHOR]

Insect pollinators (bees and butterflies) face global challenges as climate change impacts species occurrence (or extinction) within managed and protected areas. While species decline is predicted for invertebrate species, especially in sensitive ecosystems such as high alpine systems, little is known about species responses to climate change. This study seeks to understand the impact of climate change on pollinators in high elevation ecosystems, specifically within Yellowstone and Grand Teton National Parks. These parks are connected protected areas in the United States that act as a large reservoir for conserving species, including pollinators. Students performing research amidst the COVID-19 pandemic were divided into two virtual teams (bug team and climate team) to assess historic climate data, natural history collections and plant/pollinator data from Yellowstone and Grand Teton National Parks. Each team was tasked with addressing the larger question of climate change impacts on pollinators within protected areas while also gaining interpersonal, collaborative learning skills through their experience. This paper highlights two case studies tied to pollinator decline. The first assesses citizen science and natural history collection databases to predict and field test species occurrence within the parks. The second identifies suitable habitats for species occurrence locations. Lastly, this paper emphasizes the learning outcomes students had from virtual and hybrid field settings and offers suggestions for applications towards field-based research efforts. • The status of pollinators (bees and butterflies) in United States parks is unknown. • Pollinators and climate change impacts are easy to study through online databases. • Student learning gains through field research is improved with online data efforts. • Online database validations improve ecological fieldwork efforts. [ABSTRACT FROM AUTHOR]

Reliable and accurate groundwave propagation path loss prediction between a pair of transmitter/receiver necessitates a good understanding of electromagnetic wave scattering in the presence of non-flat terrain and inhomogeneous atmosphere, and this is one of the major issues in radio communication and radar systems design. A propagation engineer desires to have a numerical propagator that calculates the radiowave path loss, without going into details and/or having a deep knowledge of the propagation phenomena, between any two points specified on a digital map of the area of interest. Since a generally applicable, all-purpose propagation prediction method has not developed yet one has to understand validity and accuracy ranges, and the limitations of available pre-fiction models and tools; this certainly requires, to some extent, the physical insight of the propagation problem at hand. This article aims to summarize groundwave propagation modeling and numerical simulation strategies, and to review some of the virtual tools, introduced recently. [ABSTRACT FROM AUTHOR]

Activity theory is based on the concept of tools mediating between subjects and objects. In this theory, an individual's creative interaction with his or her surroundings can result in the production of tools. When an individual's mental processes are exteriorized in the form of tools – termed objectification – they become more accessible to other people and are therefore useful for social interaction. This paper shows how our understanding of activity theory has shaped our design philosophy for groupware and how we have applied it. Our design philosophy and practice is exemplified by a description of the BUILD-IT system. This is an Augmented Reality system we developed to enhance group work; it is a kind of graspable groupware which supports cooperative planning. The system allows a group of people, co-located around a table, to interact, by means of physical bricks, with models in a virtual three-dimensional (3D) setting. Guided by task analysis, a set of specific tools for different 3D planning and configuration tasks was implemented as part of this system. We investigate both physical and virtual tools. These tools allow users to adjust model height, viewpoint, and scale of the virtual setting. Finally, our design practice is summarized in a set of design guidelines. Based on these guidelines, we reflect on our own design practice and the usefulness of activity theory for design. [ABSTRACT FROM AUTHOR]

The primary goal of our research has been to implement an entirely computer-based maxillofacial surgery planning system [1]. An important step toward this goal is to make virtual tools available to the surgeon in order to carry out a three-dimensional (3D) cephalometrical analysis and to interactively define bone segments from skull and jaw bones. An easy-to-handle user interface employs visual and force-feedback devices to define subvolumes of a patient's volume dataset [2]. The defined subvolumes, together with their spatial arrangements based on the cephalometrical results, eventually lead to an operation plan. We have evaluated modern low-cost, force-feedback devices with regard to their ability to emulate the surgeon's working procedure. Once the planning of the procedure is complete, the planning results are transferred to the operating room. In our intra-operative concept the visualisation of planning data is speech controlled by the surgeon and correlated with the patient's position by an electromagnetic 3D sensor system. [ABSTRACT FROM AUTHOR]

The growing social gap between people of different generations has led to a greater interest in the study of intergenerational interactions. Digital technologies have become necessary for people of all ages to perform daily activities, increasingly including older people. The use of information and communication technologies (ICTs) and virtual tools can provide older people with excellent opportunities to connect with other generations, improving their quality of life and well-being. The aim of this study was to examine the benefits, satisfaction, and limitations of intergenerational interactions generated by the use of virtual tools. The participants are subjects of any age and different social groups residing in Spain and have completed an online survey. The analysis of sociodemographic data of the respondents showed that there is a significant correlation between the use of social networks and all the variables analyzed, except for their level of autonomy. Most participants who participated in intergenerational virtual activities reported the benefits of their social participation, relationships, mood, mental health, and academic education. Moreover, most participants were quite or very satisfied with the person with whom they used the virtual tools, especially if the person was a friend, their partner, sibling, another relative, or colleague. Except for grandparents, people who participated in intergenerational virtual activities and who had no limitations or disabilities were more frequently reported by the participants. In conclusion, intergenerational interactions through the use of virtual tools can contribute to improving the social inclusion and relationships of all people involved.

Microarray-based proteomic platforms have emerged as valuable tools for studying various aspects of protein function, particularly in the field of chromatin biochemistry. Microarray technology itself is largely unrestricted in regard to printable material and platform design, and efficient multidimensional optimization of assay parameters requires fluidity in the design and analysis of custom print layouts. This motivates the need for streamlined software infrastructure that facilitates the combined planning and analysis of custom microarray experiments. To this end, we have developed ArrayNinja as a portable, open source, and interactive application that unifies the planning and visualization of microarray experiments and provides maximum flexibility to end users. Array experiments can be planned, stored to a private database, and merged with the imaged results for a level of data interaction and centralization that is not currently attainable with available microarray informatics tools., (© 2016 Elsevier Inc. All rights reserved.)