Computer vision based indoor localization methods use either an infrastructure of static cameras to track mobile entities (e.g., people, robots) or cameras attached to the mobile entities. Methods in the first category employ object tracking, while the others map images from mobile cameras with images acquired during a configuration stage or extracted from 3D reconstructed models of the space. This paper offers an overview of the computer vision based indoor localization domain, presenting application areas, commercial tools, existing benchmarks, and other reviews. It provides a survey of indoor localization research solutions, proposing a new classification based on the configuration stage (use of known environment data), sensing devices, type of detected elements, and localization method. It groups 70 of the most recent and relevant image based indoor localization methods according to the proposed classification and discusses their advantages and drawbacks. It highlights localization methods that also offer orientation information, as this is required by an increasing number of applications of indoor localization (e.g., augmented reality).
This paper is written in the context of the international Eurostars project, i-bracelet. The main objective of the i-bracelet project-"Intelligent bracelet for blood pressure monitoring and detection of preeclampsia" is the creation of a portable medical device for uninterrupted monitoring of blood pressure and to detect the blood pressure problems (such as hypertension) and, in particular, preeclampsia. In the current paper is described the software component of this system used for monitoring, viewing and analyzing the blood pressure values coming from a smart bracelet developed in the context of the project. The software solution is available for Android and iOS phone users, as well as it is accessible from a browser. As a conclusion, the blood pressure of the future mothers should be monitored for living a safer and healthier life.
The ever increasing advancement of technology, the availability of information, and other internet-related activities such as online communication have shifted the interest of people, leaving cultural or social aspects such as reading a book or visiting a museum on a second plan. Gamification is a well-known method which makes education and culture more attractive and interesting to people in the modern age, especially young generations. This paper describes the implementation of LibQuest, a platform which combines culture with technology and games. It is a part of the Lib2Life research project with the aim of revitalizing libraries and other cultural spaces using mixed reality applications. LibQuest proposes to use a gamified quest system in order to encourage people, especially youngsters to access libraries and read more. Each quest is structured with multiple checkpoints in mixed reality, requiring the user to use and navigate both in virtual reality and real-world places in order to gain rewards or find interesting things. Each checkpoint has a validation method, ranging from simple quizzes, to finding clues, visiting specific targets (museums, squares etc.), code scanning, taking pictures or recording audio. The article will present the development of an initial prototype, the current status of the solution and users' feedback. Chapters cover implementation details, used technologies, challenges, encountered problems and difficulties in the process of building and developing, as well as practical results. The conception of a survey integrated in the prototype is also presented with results and analyzed users' feedback. Lastly, conclusions, future development steps and improvements are discussed.
The increasing number of cyber attacks has become a global problem for companies, public institutions, even for governments and for each particular user. Cyber crime causes damage of about 750 billion EUR every year in Europe alone. Thus, ICT security is nowadays a major concern, increasing the demand for specialists in this domain. Currently, universities do not produce enough graduates with strong network security skills able to defend against complex cyber attacks. Recently new EU approved ERASMUS+ project (DECAMP) addresses innovatively this educational aspect. DECAMP brings together within a framework of an international partnership 6 EU universities and 3 associated partners. The project is set up to create 6 online courses with integrated heterogeneous virtual hands-on lab environments covering ICT Security issues of various application areas. Each partner creates a course corresponding to its expertise. These courses can be accessed by all the students, professors and researchers of the universities within the DECAMP consortium as well as from other EU universities. The core of the DECAMP project is an online distributed virtual campus. The paper describes the procedure developed for controlling a secure access of various type of users to the platform of eLearning course materials. The solution complies on one hand with all the differences of enrollment procedures installed at each particular EU university to verify the type of user (student, teacher, researcher, etc) requiring access to the institution's resources. On the other hand the developed mechanism allows the users to obtain a single sign on (SSO) account which support their accesses to all distributed modules of the platform, placed at the corresponding universities which create and maintain them. A prototype system that has been deployed for testing the proposed solutions is also presented.
Virtual reality finds increasingly more place in education, especially through the three-dimensional environments. Although different experiments were performed with 3D virtual learning environments we believe that research in this area is still in its infancy and the perspective are high due to continuous technological advances. Our learning module allows students to more easily understand, by 3D visualizations and animations, the internal structure of the human body, living cells in the human body, bone structure or hearth sections. The 3D experience is completed with a wide range of multimedia elements like text, voice or digital image with animation. The module offers a collaborative learning environment, which contributes to the socialization of the participants. Their immersion in the virtual space, by means of avatars, improves also the attractiveness of the lesson. When a student is on-line in the virtual world, he has several options for learning about any found object and synchronizes this interaction with the teacher. Such options are YouTube, Wikipedia, Power point presentation, Videos, Hyperlinks. The paper presents the results of an experiment with our learning module, which was conducted with a group of 20 students from the ninth grade at a school in Jordan. The experiment aimed to make a comparison between the traditional method of teaching and learning and the virtual environment-based method offered by our module. Students appreciated the immersion in the virtual space, flying through the human body cells. They enjoyed the lesson, also, because they were able to communicate with colleagues during the lesson, each hidden behind an avatar. Last but not least, the lesson in virtual environment does not require their presence in the real class in a fixed schedule.
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