检索结果-内蒙古大学图书馆

Virtual Reality and 3D User Interfaces Abstracts and Workshops (VRW), IEEE Conference on

作者： Sangjun Eom Wenyi Xu Liheng Zou Ashley Frith Ernesto Escobar Gabriel Streisfeld Anna Mall Bradi Granger Maria Gorlatova Department of Electrical and Computer Engineering Duke University Game Design Development and Innovation Duke University School of Literature Media and Communication Georgia Institute of Technology Department of Physical Therapy Duke University Duke Heart Center Duke University Hospital School of Nursing Duke University

ISBN: (数字)9798331514846

ISBN: (纸本)9798331525637

Patients in intensive care units (ICUs) undergoing prolonged bed rest are at high risk of physical, cognitive, and psychological impairments due to immobility. While early mobilization protocols are critical for rehabilitation, the implementation is hindered by patients’ restricted mobility and the complex ICU environment. To address these challenges, we present Legato, an immersive virtual reality (VR) game designed to enhance mobility activities for ICU patients. Legato offers a calming, customizable environment with thematic styles and music tracks, while providing real-time progress tracking and adaptive difficulty levels tailored to patients’ hand movements. To evaluate its feasibility, we deployed Legato on Meta Quest 3 and conducted a pilot study with an ICU patient at Duke University hospital, demonstrating promising potential for improving rehabilitation outcomes.

关键词： Protocols Three-dimensional displays Tracking Hospitals Psychology games Immersive experience Real-time systems Safety Monitoring

来源：评论

学校读者我要写书评

暂无评论

Towards Enhanced I/O Performance of NVM File Systems

Towards Enhanced I/O Performance of NVM File Systems

引用

International Conference on High Performance Computing

作者： Jiwoo Bang Chungyong Kim Eun-Kyu Byun Hanul Sung Jaehwan Lee Hyeonsang Eom Department of Computer Science and Engineering Seoul National University Seoul Korea Division of National Supercomputing Korea Institute of Science and Technology Information Daejeon Korea Department of Game Design and Development Sangmyung University Seoul Korea Department of Computer Engineering Korea Aerospace University Goyang Korea

Non-volatile memory (NVM) provides bulk storage capacity, like NAND flash, while providing low latency, like DRAM, at the same time. NVM enables high-performance, reliable, and cost-effective high performance systems by providing low-latency data access and high capacity storage compared to traditional disk-based system. As NVM becomes a novel tier in the memory hierarchy, efficiently utilizing NVM I/O capability is important. In this work, we evaluate the I/O performance of NVM in three aspects: the performance change with a varying number of concurrent accesses, the performance dif-ference between remote and local accesses, and the performance change with various access granularity. We also compare the performance of NVM file systems that handle the different I/O characteristics of NVM. Specifically, Odinfs is the state-of-the-art NVM file system that solves the performance degradation of NVM with large number of threads and remote NUMA node accesses. We further optimize Odinfs by solving the I/O performance degradation with a small number of threads. We evaluate the optimized version of Odinfs and show that the throughput of Odinfs is increased by 30.91 % with four or fewer threads.

关键词：

来源：评论

学校读者我要写书评

暂无评论

A Fine-Grained Page Management Scheme For Hpc Manycore I/O Systems

SSRN

引用

SSRN 2022年

作者： Bang, Jiwoo Kim, Chungyong Chen, Qichen Lee, Cheongjun Byun, Eun-Kyu Sung, Hanul Eom, Hyeonsang Lee, Jaehwan Department of Computer Science and Engineering Seoul National University Seoul08826 Korea Republic of School of Electronics and Information Engineering Korea Aerospace University Goyang10540 Korea Republic of Division of National Supercomputing Korea Institute of Science and Technology Information Daejeon02456 Korea Republic of Department of Game Design and Development Sangmyung University Seoul03016 Korea Republic of

In HPC systems, the increasing need for a higher level of concurrency has led to packing more cores within a single chip. However, since multiple processes share memory space, the frequent access to resources in critical sections where only atomic operations are being executed can result in poor performance. In this paper, we focus on reducing lock contention on the memory management system of an HPC manycore architecture. One of the critical sections causing severe lock contention in the I/O path is in the page management system, which uses multiple Least Recently Used (LRU) lists with a single lock instance. To solve this problem, we propose a Finer-LRU scheme, which optimizes the page reclamation process by splitting LRU lists into multiple sub-lists, each having its own lock instance. Our evaluation result shows that the Finer-LRU scheme can improve sequential write throughput by 57.03% and reduce latency by 98.94% compared to the baseline Linux kernel version 5.2.8 in the Intel Knights Landing (KNL) architecture. © 2022, The Authors. All rights reserved.

关键词： Locks (fasteners)

来源：评论

学校读者我要写书评

暂无评论

HUMAN VIRTUAL REALITY ELEVATED-PLUS-MAZE AS A TOOL FOR THE ASSESSMENT OF PSYCHOPHYSIOLOGICAL ALTERATIONS IN ALCOHOL AND CANNABIS USE. A TRANSLATIONAL APPROACH

引用

IBRO Neuroscience Reports 2023年 15卷 S873-S873页

作者： Román D. Moreno-Fernández David García-León Gabriel Peñas Daniel Rodríguez-Espinosa Álvaro Fernández-Moreno David Roncero Rebeca Martín-Romero Patricia Sampedro-Piquero Universidad Francisco de Vitoria Faculty Of Education And Psychology Madrid Spain Universidad Francisco de Vitoria Video Game Design And Development Madrid Spain Autonomous University of Madrid Biological And Health Psychology Department Madrid Spain

来源：评论

学校读者我要写书评

暂无评论

Join the Fold: Video games, Science Fiction, and the Refolding of Citizen Science

引用

design ISSUES 2023年第1期39卷 70-87页

作者： Milburn, Colin Buse, Katherine Dhaliwal, Ranjodh Singh Wills, Melissa Aldosari, Raida Camarador, Patrick Miller, Josh Aaron Siegel, Justin Colin Milburn is Gary Snyder Chair in Science and the Humanities and a professor of Science and Technology Studies English and Cinema and Digital Media at the University of California Davis. His research focuses on science literature and media technologies. His books include Nanovision: Engineering the Future (2008) Mondo Nano: Fun and Games in the World of Digital Matter (2015) and Respawn: Gamers Hackers and Technogenic Life (2015). Katherine Buse is an assistant professor of Media Studies at the University of Chicago. Her research focuses on digital media the environmental humanities and the cultures of science and technology. Her current book project Speculative Planetology: Science Culture and the Building of Model Worlds tells the story of how the sciences and the arts co-constructed a toolkit for thinking about planets as whole systems. Ranjodh Singh Dhaliwal is Ruth and Paul Idzik College Chair in Digital Scholarship and an assistant professor of English and Film Television and Theatre at the University of Notre Dame. His work spans media theory science and technology studies and literary criticism. His current book project Rendering: A Political Diagrammatology of Computation shows how our cultural politico-economic and epistemic formulations crystallize into hardware and software architectures. Melissa Wills is a visiting scholar in the Department of Science and Technology Studies at the University of California Davis. She completed her PhD in English at UC Davis in 2021. Her research addresses the relationship between the life sciences and science fiction. Her current book project Ruptures: Life without Germs in the Microbiome Era examines microbiology's debt to the imagination of germ-free worlds. Raida Aldosari is the lead artist on the Foldit: First Contact development team. She received her BS in Nutrition Science from the University of California Davis in 2018. She has experience as a freelance graphic designer and as a project manager for nutrition training and courses.

This article explores the value of science fiction narratives in games for citizen science. Focusing on the protein-folding game Foldit, it describes the process of modifying and redesigning the game to feature a framing narrative and other alterations to the main tutorial campaign. The campaign narrative, Foldit: First Contact, situates the practices of citizen science in an expanded context of meanings and ethical implications, promoting critical self-reflection on the relations of science and civic values. A study of player responses to Foldit: First Contact suggests the significance of science fiction and critical game design for attuning citizen scientists to the collective responsibilities of experimentation and innovation, drawing attention to the intersecting social, technical, and environmental domains in which gamers may contribute to scientific research.

关键词： citizen science science fiction video games narratives

来源：评论

学校读者我要写书评

暂无评论

The Omni Framework: A Destiny-Driven Solution to Dynamic Quest Generation in games

The Omni Framework: A Destiny-Driven Solution to Dynamic Que...

引用

IEEE games Media Entertainment (GEM)

作者： Imran Khaliq Zachary Watson Department of Game Development Media Design School Auckland New Zealand

ISBN: (纸本)9781538663059

Video games have had the capability to generate dynamic quests for years. Such quests are generally generated from tables of values or randomly assigning properties without properly regarding player progress, situation, or preference. This paper proposes a framework, called Omni framework, for creating quests that are dynamic and contextually linked by incorporating player statistics and play-style. The core of th framework is the Destiny Concept - the idea that a player's `destiny' can be uniquely `discovered' and followed throughout the game, rather than scripted.

关键词： games Task analysis Media Entertainment industry Conferences Data collection Libraries

来源：评论

学校读者我要写书评

暂无评论

Dissolving the Dichotomies Between Online and Campus-Based Teaching: a Collective Response to The Manifesto for Teaching Online (Bayne et al. 2020)

引用

Postdigital Science and Education 2022年第2期4卷 271-329页

作者： MacKenzie, Alison Bacalja, Alexander Annamali, Devisakti Panaretou, Argyro Girme, Prajakta Cutajar, Maria Abegglen, Sandra Evens, Marshall Neuhaus, Fabian Wilson, Kylie Psarikidou, Katerina Koole, Marguerite Hrastinski, Stefan Sturm, Sean Adachi, Chie Schnaider, Karoline Bozkurt, Aras Rapanta, Chrysi Themelis, Chryssa Thestrup, Klaus Gislev, Tom Örtegren, Alex Costello, Eamon Dishon, Gideon Hoechsmann, Michael Bucio, Jackeline Vadillo, Guadalupe Sánchez-Mendiola, Melchor Goetz, Greta Gusso, Helder Lima Arantes, Janine Aldous Kishore, Pallavi Lodahl, Mikkel Suoranta, Juha Markauskaite, Lina Mörtsell, Sara O’Reilly, Tanya Reed, Jack Bhatt, Ibrar Brown, Cheryl MacCallum, Kathryn Ackermann, Cecile Alexander, Carolyn Payne, Ameena Leah Bennett, Rebecca Stone, Cathy Collier, Amy Lohnes Watulak, Sarah Jandrić, Petar Peters, Michael Gourlay, Lesley School of Social Sciences Education and Social Work Queen’s University Belfast Belfast BT7 1HL United Kingdom Melbourne Graduate School of Education University of Melbourne Melbourne Australia Department of Accounting and Finance Lancaster University Lancaster United Kingdom National Higher Education Research Institute (IPPTN) Universiti Sains Malaysia Penang Malaysia Dublin City University Dublin Ireland Department of Arts Open Communities & Adult Education University of Malta Msida Malta Division of Digital Learning KTH Royal Institute of Technology Stockholm Sweden School of Architecture Planning and Landscape University of Calgary Calgary Canada Science Policy Research Unit University of Sussex Brighton United Kingdom Educational Technology & Design Department of Curriculum Studies University of Saskatchewan Saskatoon Canada Faculty of Education and Social Work University of Auckland Auckland New Zealand Digital Learning Deakin University Melbourne Australia Department of Education Umeå University Umeå Sweden Open Education Faculty Distance Education Department Anadolu University Eskişehir Turkey Faculty of Social Sciences and Humanities Universidade Nova de Lisboa Lisbon Portugal Department of Education and Lifelong Learning Norwegian University of Science and Technology Trondheim Norway Danish School of Education Aarhus University Aarhus Denmark Centre for Educational Development Aarhus University Aarhus Denmark Department of Applied Educational Science Umeå University Umeå Sweden Dept of Education Ben Gurion University Beersheba Israel Lakehead University Orillia Heritage Place 1 Colborne Street West Orillia Orillia L3V 7X5 ON Canada Online High School & MOOC Open University Educational Innovation and Distance Education Office Universidad Nacional Autónoma de México Mexico City Mexico Open University Educational Innovation and Distance Education Office Coordinator Universidad Nacional Autónoma de México Mexico City Mexico Engl

This article is a collective response to the 2020 iteration of The Manifesto for Teaching Online. Originally published in 2011 as 20 simple but provocative statements, the aim was, and continues to be, to critically challenge the normalization of education as techno-corporate enterprise and the failure to properly account for digital methods in teaching in Higher Education. The 2020 Manifesto continues in the same critically provocative fashion, and, as the response collected here demonstrates, its publication could not be timelier. Though the Manifesto was written before the Covid-19 pandemic, many of the responses gathered here inevitably reflect on the experiences of moving to digital, distant, online teaching under unprecedented conditions. As these contributions reveal, the challenges were many and varied, ranging from the positive, breakthrough opportunities that digital learning offered to many students, including the disabled, to the problematic, such as poor digital networks and access, and simple digital poverty. Regardless of the nature of each response, taken together, what they show is that The Manifesto for Teaching Online offers welcome insights into and practical advice on how to teach online, and creatively confront the supremacy of face-to-face teaching. © 2021, The Author(s).

关键词： Campus learning Collective response Covid-19 Digital learning Distant learning Manifesto for teaching online Postdigital

来源：评论

学校读者我要写书评

暂无评论

The development and preliminary evaluation of a chemistry educational virtual reality game with authentic manipulation and situated learning 26

The development and preliminary evaluation of a chemistry ed...

引用

26th International Conference on Computers in Education, ICCE 2018

作者： Kuo, Chih-Chen Wang, Shu-Ming Hao, Kuang-Chung Wu, Chang-Hsin Hou, Huei-Tse Mini Educational Game Development Group Graduate Institute of Applied Science and Technology National Taiwan University of Science and Technology Taiwan Department of Information Management Chinese Culture University Taiwan Department of Computer Simulation and Design Shih Chien University Taiwan Daxi Senior High School of Taoyuan City Taiwan

ISBN: (纸本)9789869721424

In recent years, virtual reality educational game has gained much attention and has been applied for learning abstract and complex subject like chemistry. However, the study of the virtual reality educational game integrating authentic manipulation and situated learning assisting chemistry experiment learning is still limited. To improve the understanding of how VR can assist learning. This study developed a VR integrated educational game – VR Crystal Chamber for learning chemistry filtration and evaporation procedure. To evaluate the game, thirty students of a senior high school in northern Taiwan participated in this study. Preliminary results suggested that the game could be helpful in enhancing students' learning performance. In addition, students' flow state revealed positive game engagement. In terms of gender differences, the result showed there were no significant gender differences in male and female students' flow state as well as their learning performance. These preliminary findings suggested that VR Crystal Chamber could be an effectively tool in learning chemistry experiment procedure. © 2018 Asia-Pacific Society for Computers in Education..All Rights Reserved.

关键词： Virtual reality

来源：评论

学校读者我要写书评

暂无评论

Teaching in the Age of Covid-19—1 Year Later

引用

Postdigital Science and Education 2021年第3期3卷 1073-1223页

作者： Jandrić, Petar Hayes, David Levinson, Paul Christensen, Line Lisberg Lukoko, Happiness Onesmo Kihwele, Jimmy Ezekiel Brown, James Benedict Reitz, Charles Mozelius, Peter Nejad, Harry G. Martinez, Ana Fuentes Arantes, Janine Aldous Jackson, Liz Gustafsson, Ulrika Abegglen, Sandra Burns, Tom Sinfield, Sandra Hogan, Michael Kishore, Pallavi Carr, Paul R. Batarelo Kokić, Ivana Prinsloo, Paul Grauslund, Dennis Steketee, Anne Achieng-Evensen, Charlotte Komolafe, Blessing Funmi Suoranta, Juha Hood, Nina Tesar, Marek Rose, Jennifer Humble, Niklas Kirylo, James D. Mañero, Julia Monzó, Lilia D. Lodahl, Mikkel Jaldemark, Jimmy Bridges, Susan M. Sharma, Navreeti Davidsen, Jacob Ozoliņš, Jānis (John) Bryant, Peter Escaño, Carlos Irwin, Jones Kaur, Kulpreet Pfohl, Sarah Stockbridge, Kevin Ryberg, Thomas Pyyhtinen, Olli SooHoo, Suzanne Hazzan, Moses Kayode Wright, Jake Hollings, Stephanie Arndt, Sonja Gibbons, Andrew Urvashi, Shreya Forster, Daniella J. Truelove, Ian Mayo, Peter Rikowski, Glenn Stewart, Paul Alexander Jopling, Michael Stewart, Georgina Tuari Buchanan, Rachel Devine, Nesta Shukla, Richa Novak, Rene Mallya, Madhav Biličić, Eva Sturm, Sean Sattarzadeh, Sahar D. Philip, Abey P. Redder, Bridgette White, E. Jayne Ford, Derek R. Allen, Quaylan Mukherjee, Mousumi Hayes, Sarah Zagreb University of Applied Sciences Zagreb Croatia University of Wolverhampton Wolverhampton UK Further Education Worcester UK Fordham University New York City USA Department of Communication and Psychology Aalborg University Aalborg Denmark Institute of Development Studies University of Dar es Salaam Dar es Salaam Tanzania Department of Education Mzumbe University Morogoro Tanzania Umeå School of Architecture Umeå University Umeå Sweden Kansas City Kansas Community College Kansas City USA Department of Computer and System Science (DSV) Mid Sweden University Östersund/Stockholm Sweden Jindal Institute of Behavioural Sciences O. P. Jindal Global University Haryana India Katedralskolan (Lund)/University West Trollhättan Sweden Victoria University Melbourne Australia Education University of Hong Kong Hong Kong China Department of Applied Educational Science Umeå University Umeå Sweden School of Architecture Planning and Landscape University of Calgary Calgary Canada Centre for Professional and Educational Development London Metropolitan University London UK School of Psychology National University of Ireland Galway Galway Ireland Jindal Global Law School O.P. Jindal Global University Sonipat India Département des sciences d l’éducation Université du Québec en Outaouais Gatineau Canada Department of Pedagogy Faculty of Humanities and Social Sciences University of Split Split Croatia University of South Africa Pretoria South Africa University College of Northern Denmark (UCN) Aalborg Denmark School of Education Millikin University Decatur Il USA Attallah College of Educational Studies Chapman University Orange USA Science Education Department Adekunle Ajasin University Ondo Nigeria Curriculum and Pedagogy College of Teacher Education Zhejiang Normal University Jinhua China Faculty of Social Sciences Tampere University Tampere Finland Faculty of Education University of Auckland Auckland New Zealand School of Social Science Education and

来源：评论

学校读者我要写书评

暂无评论

Teaching in the Age of Covid-19

引用

Postdigital Science and Education 2020年第3期2卷 1069-1230页

作者： Jandrić, Petar Hayes, David Truelove, Ian Levinson, Paul Mayo, Peter Ryberg, Thomas Monzó, Lilia D. Allen, Quaylan Stewart, Paul Alexander Carr, Paul R. Jackson, Liz Bridges, Susan Escaño, Carlos Grauslund, Dennis Mañero, Julia Lukoko, Happiness Onesmo Bryant, Peter Fuentes-Martinez, Ana Gibbons, Andrew Sturm, Sean Rose, Jennifer Chuma, Mohamed Muhibu Biličić, Eva Pfohl, Sarah Gustafsson, Ulrika Arantes, Janine Aldous Ford, Derek R. Kihwele, Jimmy Ezekiel Mozelius, Peter Suoranta, Juha Jurjević, Lucija Jurčević, Matija Steketee, Anne Irwin, Jones White, E. Jayne Davidsen, Jacob Jaldemark, Jimmy Abegglen, Sandra Burns, Tom Sinfield, Sandra Kirylo, James D. Kokić, Ivana Batarelo Stewart, Georgina Tuari Rikowski, Glenn Christensen, Line Lisberg Arndt, Sonja Pyyhtinen, Olli Reitz, Charles Lodahl, Mikkel Humble, Niklas Buchanan, Rachel Forster, Daniella J. Kishore, Pallavi Ozoliņš, Jānis John Sharma, Navreeti Urvashi, Shreya Nejad, Harry G. Hood, Nina Tesar, Marek Wang, Yang Wright, Jake Brown, James Benedict Prinsloo, Paul Kaur, Kulpreet Mukherjee, Mousumi Novak, Rene Shukla, Richa Hollings, Stephanie Konnerup, Ulla Mallya, Madhav Olorundare, Anthony Achieng-Evensen, Charlotte Philip, Abey P Hazzan, Moses Kayode Stockbridge, Kevin Komolafe, Blessing Funmi Bolanle, Ogunyemi Folasade Hogan, Michael Redder, Bridgette Sattarzadeh, Sahar D. Jopling, Michael SooHoo, Suzanne Devine, Nesta Hayes, Sarah Zagreb University of Applied Sciences Zagreb Croatia Education Observatory University of Wolverhampton Wolverhampton UK Further Education Worcester UK Leeds Beckett University Leeds UK Fordham University New York City USA University of Malta Msida Malta Depatment of Communication and Psychology Aalborg University Aalborg Denmark Attallah College of Educational Studies Chapman University Orange USA MIMA School of Art and Design Teesside University Middlesbrough UK Département des sciences d l’éducation Université du Québec en Outaouais Québec Canada The University of Hong Kong Hong Kong China University of Seville Seville Spain University College of Northern Denmark Aalborg Denmark Higher Education & Student Affairs Beijing Normal University Beijing China University of Sydney Sydney Australia Katedralskolan (Lund) Lund Sweden University West Trollhättan Sweden School of Education Auckland University of Technology Auckland New Zealand Faculty of Education and Social Work University of Auckland Auckland New Zealand School of Social Science Education and Social Work Queen’s University Belfast Belfast United Kingdom Faculty of Education Beijing Normal University Beijing China Department of Art & Design University of Indianapolis Indianapolis USA Department of Applied Educational Science Umeå University Umeå Sweden University of Newcastle Callaghan Australia Victoria University Melbourne Australia DePauw University Greencastle USA Department of Education Mzumbe University Morogoro Tanzania Mid Sweden University Östersund Sweden Faculty of Social Sciences Tampere University Tampere Finland School of Human Development Institute of Education Dublin City University Dublin Republic of Ireland RMIT Melbourne Australia Aalborg University Aalborg Denmark Department of Education Mid Sweden University Sundsvall Sweden School of Architecture Planning and Landscape University of Calgary Calgary Canada Centre for Professional and Educational Dev

来源：评论

学校读者我要写书评

暂无评论

建议与咨询留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

时间限定

文献类型

馆藏选择

核心期刊

语言

文献类型

帮助

文字说明：

检索规则说明：

检索范例：

分类表

所选分类

限定检索结果

文献类型

馆藏范围

日期分布

学科分类号

主题

机构

作者

语言

请选择保存的检索档案：

请选择收藏分类：

通借通还

建议与咨询 留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

时间限定

文献类型

馆藏选择

核心期刊

语言

文献类型

帮助

文字说明：

检索规则说明：

检索范例：

分类表

所选分类

限定检索结果

文献类型

馆藏范围

日期分布

学科分类号

主题

机构

作者

语言

请选择保存的检索档案： 新增检索档案 确定 取消

请选择收藏分类： 新增自定义分类 确定 取消

通借通还

建议与咨询留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

请选择保存的检索档案：

请选择收藏分类：