A tool to support speech and non-speech audio feedback generation in audio interfaces

Although the use of audio feedback with devices such as metronomes during cardiopulmonary resuscitation (CPR) is a simple method for improving CPR quality, its effect on the quality of pediatric CPR has not been adequately evaluated. In this study, 64 healthcare providers performed CPR (with one- and two-handed chest compression (OHCC and THCC, respectively)) on a pediatric resuscitation manikin (Resusci Junior QCPR), with and without audio feedback using a metronome (110 beats/min). CPR was performed on the floor, with a compression-to-ventilation ratio of 30:2. For both OHCC and THCC, the rate of achievement of an adequate compression rate during CPR was significantly higher when performed with metronome feedback than that without metronome feedback (CPR with vs. without feedback: 100.0% (99.0, 100.0) vs. 94.0% (69.0, 99.0), p < 0.001, for OHCC, and 100.0% (98.5, 100.0) vs. 91.0% (34.5, 98.5), p < 0.001, for THCC). However, the rate of achievement of adequate compression depth during the CPR performed was significantly higher without metronome feedback than that with metronome feedback (CPR with vs. without feedback: 95.0% (23.5, 99.5) vs. 98.5% (77.5, 100.0), p = 0.004, for OHCC, and 99.0% (95.5, 100.0) vs. 100.0% (99.0, 100.0), p = 0.003, for THCC). Although metronome feedback during pediatric CPR could increase the rate of achievement of adequate compression rates, it could cause decreased compression depth.

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Training with Agency-Inspired Feedback from an Instrumented Glove to Improve Functional Grasp Performance

Sensors ◽

10.3390/s21041173 ◽

2021 ◽

Vol 21 (4) ◽

pp. 1173

Author(s):

Mingxiao Liu ◽

Samuel Wilder ◽

Sean Sanford ◽

Soha Saleh ◽

Noam Y. Harel ◽

...

Keyword(s):

Sensory Feedback ◽

Small Object ◽

Intentional Binding ◽

Audio Feedback ◽

Instrumented Glove ◽

Sensory Consequence ◽

Preliminary Study ◽

Future Work ◽

Flex Sensors ◽

Functional Task

Sensory feedback from wearables can be effective to learn better movement through enhanced information and engagement. Facilitating greater user cognition during movement practice is critical to accelerate gains in motor function during rehabilitation following brain or spinal cord trauma. This preliminary study presents an approach using an instrumented glove to leverage sense of agency, or perception of control, to provide training feedback for functional grasp. Seventeen able-bodied subjects underwent training and testing with a custom-built sensor glove prototype from our laboratory. The glove utilizes onboard force and flex sensors to provide inputs to an artificial neural network that predicts achievement of “secure” grasp. Onboard visual and audio feedback was provided during training with progressively shorter time delay to induce greater agency by intentional binding, or perceived compression in time between an action (grasp) and sensory consequence (feedback). After training, subjects demonstrated a significant reduction (p < 0.05) in movement pathlength and completion time for a functional task involving grasp-move-place of a small object. Future work will include a model-based algorithm to compute secure grasp, virtual reality immersion, and testing with clinical populations.

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Responsive Environmental Diegetic Audio Feedback for Hand Gestures in Audio-Only Games

Proceedings of the 2015 Annual Symposium on Computer-Human Interaction in Play - CHI PLAY '15 ◽

10.1145/2793107.2810336 ◽

2015 ◽

Cited By ~ 2

Author(s):

Wenjie Wu ◽

Stefan Rank

Keyword(s):

Audio Feedback ◽

Hand Gestures

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Peer-teaching in the food chemistry laboratory: student-produced experiments, peer and audio feedback, and integration of employability skills

International Journal of Food Studies ◽

10.7455/ijfs.v3i2.221 ◽

2014 ◽

Vol 3 (2) ◽

Author(s):

Julie Lisa Dunne

Keyword(s):

Student Evaluation ◽

Peer Teaching ◽

Employability Skills ◽

Chemistry Laboratory ◽

Case Group ◽

Food Chemistry ◽

Research Projects ◽

Laboratory Assessment ◽

Audio Feedback ◽

Innovative Approaches

This paper describes the author’s experience over the last several years of implementing an alternative Food Chemistry laboratory practical model for a group of third-year BSc Nutraceuticals students. The initial main objectives were to prepare students for the more independent final-year research project; to incorporate innovative approaches to feedback; and to integrate key employability skills into the curriculum. These were achieved through building the skills required to ultimately allow students working in groups to research, design and run a laboratory for their class. The first year of the project involved innovative approaches to feedback, including weekly feedback sessions, report checklists and audio feedback podcasts. Student evaluation after one year suggested the case group felt more prepared for final-year research projects and work placement owing to the redesign of the laboratory assessment. This, together with general positive feedback across several indicators, was proof of concept, and was a foundation for an improved model. The improvements related to the organisation and management of the project, but the same pedagogical approach has been retained. The second year saw the introduction of a more rigorous and easier to manage peer evaluation though use of the online Comprehensive Assessment for Team-Member Effectiveness (CATME) tool. The most recent revision has included a Project Wiki hosted on Blackboard to facilitate the organisation, communication, assessment and feedback of student-generated resources.More recently, the final-year students who had participated in the peer-teaching Food Chemistry labs when in third year have been evaluated. This evaluation took place following their research projects, and suggests that the peer-teaching model better prepared them for these activities, compared to traditional laboratories.

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Towards enhanced emotional interactions with older persons. Findings from a nursing intervention in home health care.

The International Journal of Person Centered Medicine ◽

10.5750/ijpcm.v6i3.574 ◽

2016 ◽

Vol 6 (3) ◽

pp. 191-199

Author(s):

Charlotte Veenvliet ◽

Hilde Eide ◽

Martijn de Lange ◽

Sandra van Dulmen

Keyword(s):

Health Care ◽

Home Health Care ◽

Older Persons ◽

Nursing Intervention ◽

Home Health ◽

Post Intervention ◽

Audio Feedback ◽

Feedback Intervention ◽

Before And After ◽

Post Test

Background. Living at home with a physical condition that requires assistance places high emotional burden on older persons that needs to be attended to by nurses. However, nurses in home health care have previously been found to communicate primarily in an instrumental way. This increases the risk that emotional concerns are being overlooked or not responded to in an appropriate way.Aims and Objectives. To enhance emotional interactions with older clients in home health care, an individual feedback intervention was developed for these nurses. The first experiences and results are presented in this paper.Design and Methods. Ten nurses/nurse assistants participated in this exploratory pre-post test study. They were asked to audiotape visits with older persons (65+) before and after an audio-feedback intervention. Older clients’ implicit and explicit expressions of emotional concerns as well as nurses’ responses to these expressions were rated with the Verona Coding Definition of Emotional Sequences (VR-CoDES). The nurses were given feedback based on the audio-recordings and the observations and were asked to reflect on the audio-feedback intervention.Results. The nurses valued the audio-feedback. Overall, 201 cues and 35 concerns were expressed during 58 recorded visits. At post-intervention, 29% of identified cues and concerns were nurse-initiated, at pre-intervention 18.8% (NS). Nurses provided space in 73.7% of their responses. During shorter visits nurses tended to provide less space (p=.06). After the intervention, 20.9% of the cues and concerns were ignored, before the intervention this was 25% (NS).Conclusions. Receiving feedback was taken in very well by the nurses working in home health care and the feedback intervention seems to enhance emotional interactions in home health care with older persons. Although, due to the low power of the study, the differences between pre-and post-intervention measurements were not significant. Studies with larger samples are needed to replicate these findings.

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