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1. Daily, weekly, seasonal and menstrual cycles in women’s mood, behaviour and vital signs

   https://doi.org/10.1038/s41562-020-01046-9  

   Pierson, Emma; Althoff, Tim; Thomas, Daniel; Hillard, Paula; Leskovec, Jure (February 2021, Nature Human Behaviour)

   null (Ed.)

   Dimensions of human mood, behaviour and vital signs cycle over multiple timescales. However, it remains unclear which dimensions are most cyclical, and how daily, weekly, seasonal and menstrual cycles compare in magnitude. The menstrual cycle remains particularly understudied because, not being synchronized across the population, it will be averaged out unless menstrual cycles can be aligned before analysis. Here, we analyse 241 million observations from 3.3 million women across 109 countries, tracking 15 dimensions of mood, behaviour and vital signs using a women’s health mobile app. Out of the daily, weekly, seasonal and menstrual cycles, the menstrual cycle had the greatest magnitude for most of the measured dimensions of mood, behaviour and vital signs. Mood, vital signs and sexual behaviour vary most substantially over the course of the menstrual cycle, while sleep and exercise behaviour remain more constant. Menstrual cycle effects are directionally consistent across countries. 

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2. Augmented reality for high-throughput phenotyping

   Wu, Shanshan; Neilsen, Mitchell L. (July 2019, 17th International Conference on Scientific Computing)

   Augmented Reality (AR) enables elements of a computer-generated digital world to be integrated with a user’s perception of the physical world. Smart glasses, like smart phones, have independent operating systems and they can support a variety of different applications and modes of communication to support augmented reality. This paper details the development of a novel new application that extends a widely-used mobile app for phenotyping and allows agronomists to interact with the app while keeping their hands free to perform field work. The smart glasses accept voice commands from the user and communicate with the mobile phone app via Bluetooth. In addition, changes detected by the mobile phone are displayed to the user on the smart glasses. This enables agronomists to efficiently collect phenotypic data. 

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3. Planning Habit: Daily Planning Prompts with Alexa

   https://doi.org/10.1007/978-3-030-79460-6_7  

   Cuadra, Andrea; Bankole, Oluseye; Sobolev, Michael (June 2021, Persuasive Technology (PERSUASIVE 2021))

   Ali, Raian; Lugrin, Birgit; Charles, Fred (Ed.)

   The widespread adoption of intelligent voice assistants (IVAs), like Amazon’s Alexa or Google’s Assistant, presents new opportunities for designers of persuasive technologies to explore how to support people’s behavior change goals and habits with voice technology. In this work, we explore how to use planning prompts, a technique from behavior science to make specific and effective plans, with IVAs. We design and conduct usability testing (N = 13) on a voice app called Planning Habit that encourages users to formulate daily plans out loud. We identify strategies that make it possible to successfully adapt planning prompts to voice format. We then conduct a week-long online deployment (N = 40) of the voice app in the context of daily productivity. Overall, we find that traditional forms of planning prompts can be adapted to and enhanced by IVA technology. 

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4. WIP Toward a Free-Body Diagram Mobile Application

   Sloboda, A. R.; Wodin-Schwartz, S.; Lechasseur, K.; deWinter, J. (June 2023, ASEE annual conference exposition proceedings)

   No skill is more important for a student of mechanics than the ability to draw a complete and accurate free-body diagram (FBD). A good FBD facilitates proper accounting of forces when writing the balances that lead to governing equations in statics, solid mechanics, and dynamics. Because this skill is essential, educational approaches that improve the ability of students to draw correct FBDs are critical for maximizing the potential of the next generation of engineers. Traditionally, learning to draw FBDs involves classroom instruction followed by homework practice consisting of problems drawn from a textbook. Homework as practice does not serve all students well, because it does not scaffold the process of drawing FBDs in terms of distinct tasks (e.g., isolating the body, considering support reactions) nor does it offer immediate feedback, which students often need to avoid falling into the same error repeatedly. To address these shortcomings, we embarked on the design, implementation, and testing of a mobile application (app) that offers an alternative venue for FBD practice. The app provides students with asynchronous opportunities for training, varied tasks that target specific FBD issues, and several levels of immediate feedback. We hypothesize that the gamified environment and puzzle-based gameplay will improve student skill and self-efficacy in drawing FBDs, particularly for women, who may feel less confident in their spatial skills. Data collected to describe student experiences may also provide additional insight into how to improve FBD instruction generally. In this paper, we detail the process for designing and implementing the app and provide initial data regarding student impressions and use. The app was piloted in Fall 2022 in a large Introduction to Statics course as a non-graded study activity; all students except one (n=97) participated in an evaluation of its design features and user experiences. Approximately half (54%) of students indicated they had played half or more of the available games. When commenting about how the FBD app did, or did not, help their learning, 49% of respondents appreciated that the app allowed additional opportunities for practice. Students used these opportunities to further develop several skills, such as visualizing the system and setting up accurate diagrams, which strengthened their confidence and reviewed key concepts. While describing the value of practicing through the app, 21% of students called out how the app provided feedback. They specifically mentioned the positive experiences of receiving feedback that is immediate, that explains boundary connections, and that deepens learning after mistakes are made. These and other findings from the pilot study are discussed with corresponding next steps for development. 

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5. WIP Toward a Free-Body Diagram Mobile Application

   Sloboda, A. R.; & Wodin-Schwartz, S.; & Lechasseur, K.; deWinter, J. (June 2023, ASEE annual conference exposition proceedings)

   No skill is more important for a student of mechanics than the ability to draw a complete and accurate free-body diagram (FBD). A good FBD facilitates proper accounting of forces when writing the balances that lead to governing equations in statics, solid mechanics, and dynamics. Because this skill is essential, educational approaches that improve the ability of students to draw correct FBDs are critical for maximizing the potential of the next generation of engineers. Traditionally, learning to draw FBDs involves classroom instruction followed by homework practice consisting of problems drawn from a textbook. Homework as practice does not serve all students well, because it does not scaffold the process of drawing FBDs in terms of distinct tasks (e.g., isolating the body, considering support reactions) nor does it offer immediate feedback, which students often need to avoid falling into the same error repeatedly. To address these shortcomings, we embarked on the design, implementation, and testing of a mobile application (app) that offers an alternative venue for FBD practice. The app provides students with asynchronous opportunities for training, varied tasks that target specific FBD issues, and several levels of immediate feedback. We hypothesize that the gamified environment and puzzle-based gameplay will improve student skill and self-efficacy in drawing FBDs, particularly for women, who may feel less confident in their spatial skills. Data collected to describe student experiences may also provide additional insight into how to improve FBD instruction generally. In this paper, we detail the process for designing and implementing the app and provide initial data regarding student impressions and use. The app was piloted in Fall 2022 in a large Introduction to Statics course as a non-graded study activity; all students except one (n=97) participated in an evaluation of its design features and user experiences. Approximately half (54%) of students indicated they had played half or more of the available games. When commenting about how the FBD app did, or did not, help their learning, 49% of respondents appreciated that the app allowed additional opportunities for practice. Students used these opportunities to further develop several skills, such as visualizing the system and setting up accurate diagrams, which strengthened their confidence and reviewed key concepts. While describing the value of practicing through the app, 21% of students called out how the app provided feedback. They specifically mentioned the positive experiences of receiving feedback that is immediate, that explains boundary connections, and that deepens learning after mistakes are made. These and other findings from the pilot study are discussed with corresponding next steps for development.   

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