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Abstract Ex Vivo Lung Perfusion (EVLP) is now a powerful clinical technique that has facilitated the increase in successful human lung transplantation procedures. By having the abilities to assess marginal lungs, extend preservation times, and expand geographical distances for donations, EVLP has effectively both expanded the human lung transplantation donor pool and shortened times on the transplant waitlist. While clinical usage has expanded, preclinical research on EVLP has not. EVLP can be utilized as a preclinical research model, i.e., to investigate pharmacological responses (e.g., post-conditioning agents), organ preservation, device testing and/or methodology development. To facilitate the use of EVLP as a research tool, we have developed a low-cost testing system with ever increasing capabilities e.g., the use of a novel continuous weight sensor to evaluate lung edema. Real time tracking of edema allows us to hone in on potential causes of lung damage, and investigate techniques to rehabilitate and mitigate damage on a short time scale (<8 hours). This system enhances our abilities to accurately test medical devices, lung physiology, and potential treatment impacts on lungs. 

Gamified simulations, integrating gameplay into education, cater to younger learners’ digital preferences and align with Next Generation Science Standards. Current virtual modules focus on advanced high school classes, leaving a gap for middle school students. This study investigated the impact of substituting recitations in a 6th-grade ecology class with Feed the Dingo, a gamified module. Through quizzes evaluating academic performance and free-response surveys to gauge students’ attitudes, the module appeared to enhance intuitive understanding of core ecological concepts (e.g., ecosystems, food webs, biodiversity, etc.), resulting in commendable academic achievement and positive feedback. Such simulations serve as valuable supplements for K-12 lesson planning. 

During the abrupt and unplanned transition to remote online learning formats due to the COVID-19 outbreak, educators have had to adopt new teaching methods. For instance, online simulations tailored to specific curriculum topics emerged, allowing students to apply their knowledge creatively, with potentially positive effects on engagement and learning efficacy. Here, we examine the implementation of the “Save the World” simulation, created by Wonderville.org, in a high school Advanced Placement Environmental Science classroom in a remote online learning setting. In this module, students determine the most viable renewable energy generation option for given environments. Based on student and teacher feedback, the simulation effectively delivers educational material and promotes student engagement, demonstrating that online simulations can serve as a viable tool to enhance environmental science education and remote learning. 

Text correction on mobile devices usually requires precise and repetitive manual control. In this paper, we present EyeSayCorrect, an eye gaze and voice based hands-free text correction method for mobile devices. To correct text with EyeSayCorrect, the user first utilizes the gaze location on the screen to select a word, then speaks the new phrase. EyeSayCorrect would then infer the user’s correction intention based on the inputs and the text context. We used a Bayesian approach for determining the selected word given an eye-gaze trajectory. Given each sampling point in an eye-gaze trajectory, the posterior probability of selecting a word is calculated and accumulated. The target word would be selected when its accumulated interest is larger than a threshold. The misspelt words have higher priors. Our user studies showed that using priors for misspelt words reduced the task completion time up to 23.79% and the text selection time up to 40.35%, and EyeSayCorrect is a feasible hands-free text correction method on mobile devices.