Emergency response (ER) workers perform extremely demanding physical and cognitive tasks that can result in serious injuries and loss of life. Human augmentation technologies have the potential to enhance physical and cognitive work-capacities, thereby dramatically transforming the landscape of ER work, reducing injury risk, improving ER, as well as helping attract and retain skilled ER workers. This opportunity has been significantly hindered by the lack of high-quality training for ER workers that effectively integrates innovative and intelligent augmentation solutions. Hence, new ER learning environments are needed that are adaptive, affordable, accessible, and continually available for reskilling the ER workforce as technological capabilities continue to improve. This article presents the research considerations in the design and integration of use-inspired exoskeletons and augmented reality technologies in ER processes and the identification of unique cognitive and motor learning needs of each of these technologies in context-independent and ER-relevant scenarios. We propose a human-centered artificial intelligence (AI) enabled training framework for these technologies in ER. Finally, how these human-centered training requirements for nascent technologies are integrated in an intelligent tutoring system that delivers across tiered access levels, covering the range of virtual, to mixed, to physical reality environments, is discussed.
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This content will become publicly available on August 31, 2024
Measuring Economic Benefits of Built Environment Accessibility Technologies for People with Disabilities
Given the challenges of wayfinding in large indoor built environments, especially for persons with disabilities (PWDs), a new class of accessible technologies called built environment accessible technologies (BEAT) are being developed. Such technologies are envisioned to help achieve product and opportunity parity for PWDs. The impact and adoption of these BEATs depends largely on clear and quantifiable (tangible and intangible) economic benefits accrued to the end-users and stakeholders. This paper describes the results of a survey conducted to measure potential benefits in terms of quality of life and quality of work life (work productivity) by increased accessibility provisions within built environments as it relates to navigation for PWDs and those without disabilities. Results of this work indicate that BEATs have the greatest potential to improve mobility and exploratory activities for people with disabilities, exploratory activities for people without disabilities, and improve job security for everyone.
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- NSF-PAR ID:
- 10470474
- Publisher / Repository:
- Association for the Advancement of Assistive Technology in Europe (AAATE)
- Date Published:
- Format(s):
- Medium: X
- Location:
- Paris
- Sponsoring Org:
- National Science Foundation
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Abstract This paper outlines the potential gains for Constructionist research and praxis in modelling that might be obtained by recognising the power of the Patch—a humble computational being in the NetLogo modelling environment that has been overshadowed by its more popular fellow agent, the Turtle. To contextualise this opportunity, I describe how Constructionist modelling has thrived by promoting forms of learning that rely on learners’ identifying with agents. I argue that patches are a neglected agent type in this multi‐agent modelling tradition, and that the possibilities for learners to adopt the patch perspective in support of exploratory forms of modelling and aesthetic expression have been under‐researched. Nevertheless, I show there are a variety of powerful ways for learners––both individually and in groups––to identify with patches. I describe ongoing research showing how taking an aesthetic approach to patches has the potential to support individuals and groups in powerful forms of learning with and about multi‐agent modelling.
Practitioner notes What is already known about this topic
Turtles (movable agents in Logo and Constructionist environments descended from Logo) can be ‘transitional objects’ that provide learners a way to make powerful ideas their own.
These agents can be powerful ‘objects‐to‐think‐with’ in large part because they encourage learners to identify with them in a form of learning known as ‘syntonic learning’.
Expressive activities that draw on learners’
aesthetic interests can support their learning with and about computational representations.Multi‐agent modelling is a powerful extension of Logo‐based learning environments that provides access to powerful ideas about complex systems and their emergent properties.
In the multi‐agent setting, individual learners and/or groups of learners can identify syntonically with agents to provide entry points for reasoning about complexity.
What this paper adds
Patches (non‐movable agents in the NetLogo modelling environment) are under‐represented in the research on multi‐agent modelling, and the potential for learners to adopt the patches’ perspective has been neglected.
An aesthetically driven approach to patches can ground students’ understanding of their expressive value.
Participatory activities in which learners play the role of patches (called ‘Stadium Card’ activities) can ground the patch perspective, so that learners can achieve a form of syntonicity and/or collectively adopt the perspective of patches in the aggregate.
Participatory activities that blend intrinsic and extrinsic perspectives on the patch grid can further enhance learners’ facility with programming for patches and their understanding of patches’ collective expressive power.
Implications for practice and/or policy
Balancing the focus between turtles and patches can enrich the modelling toolbox of learners new to agent‐based modelling.
Patches
do capture important aspects of individual and collective experience, and so can be good objects‐to‐think‐with, especially when conceptualising phenomena at a larger scale.The expressive potential of the patch grid is an important topic for computer science as well (eg, through 2D cellular automata). This is a rich context for learning in itself, which can be made accessible to groups of learners through physical or virtual participatory role‐play.
Moreover, physical or virtual grids of people‐patches may exhibit novel aggregate computational properties that could in turn become interesting areas for research in computer science.
