Introduction: Sleep Bruxism (SB) is a non-functional rhythmic movement of the mandible with multifactorial aetiology and complex diagnose. It has been the subject of various studies over the past decades and it is considered a result of actions of the Central Nervous System modulated by Autonomous Nervous System. In this work, we test the hypothesis that SB subjects present a typical and defined neurobehavioral pattern that can be distinct from that of non-bruxers subjects and can be measured during wakefulness. Methods: Fifteen sleep bruxers (experimental-group EG) and fifteen non-bruxers (control-group CG) took part in the experiments. To verify the presence and severity of SB, clinical examinations, anamneses and questionnaires, including Visual Analogic Scale -faces (VAS-f) and State-Trait Anxiety Inventory (STAI) were applied. To legitimate the diagnoses of SB, a disposable instrument (Bitestrip ) to assess the masseter activity during sleep was employed. All subjects were submitted to a set of experiments for measuring various visual evoked responses during the presentation of visual stimuli (pleasant, unpleasant and neutral images). Events in Visual Evoked Potential (VEP) were used to compare the neural responses of both CG and EG. Results: VAS-f showed EG with higher perception of stress than CG (trait: p=0.05), and lower quality of life for (state: p=0.007). STAI I and II showed significant differences of anxiety between CG and EG (p=0.013 and p=0.004, respectively), being EG the highest. The EG Bitestrip scores confirmed that 100% of subjects were sleep bruxers. Significant differences were found between EG and CG for events associated with emotional (pleasant and unpleasant) images in the first 250 ms after stimulation. In general, EG subjects showed higher amplitude and shorter latency of VEP events. Conclusion: It is possible to distinguish between SB and non-bruxers subjects during wakefulness, based on differences in amplitude and latency of cortical event related potentials elicited by visual stimulation. SB subjects show greater amplitudes in specific events in frontal areas when non-pleasant images are shown. Latencies tend to be anticipated in SB compared to CG subjects.
Introduction: Individuals with mobility impairments associated with lower limb disabilities often face enormous challenges to participate in routine activities and to move around various environments. For many, the use of wheelchairs is paramount to provide mobility and social inclusion. Nevertheless, they still face a number of challenges to properly function in our society. Among the many difficulties, one in particular stands out: navigating in complex internal environments (indoors). The main objective of this work is to propose an architecture based on Mobile Augmented Reality to support the development of indoor navigation systems dedicated to wheelchair users, that is also capable of recording CAD drawings of the buildings and dealing with accessibility issues for that population. Methods: Overall, five main functional requirements are proposed: the ability to allow for indoor navigation by means of Mobile Augmented Reality techniques; the capacity to register and configure building CAD drawings and the position of fiducial markers, points of interest and obstacles to be avoided by the wheelchair user; the capacity to find the best route for wheelchair indoor navigation, taking stairs and other obstacles into account; allow for the visualization of virtual directional arrows in the smartphone displays; and incorporate touch or voice commands to interact with the application. The architecture is proposed as a combination of four layers: User interface; Control; Service; and Infrastructure. A proof-ofconcept application was developed and tests were performed with disable volunteers operating manual and electric wheelchairs. Results: The application was implemented in Java for the Android operational system. A local database was used to store the test building CAD drawings and the position of fiducial markers and points of interest. The Android Augmented Reality library was used to implement Augmented Reality and the Blender open source library handled the basis for implementing directional navigation arrows. OpenGL ES provided support for various graphics and mathematical transformations for embedded systems, such as smartphones. Experiments were performed in an academic building with various labs, classrooms and male and female bathrooms. Two disable volunteers using wheelchairs showed no difficulties to interact with the application, either by entering touch or voice commands, and to navigate within the testing environment with the help of the navigational arrows implemented by the augmented reality modules. Conclusion: The novel features implemented in the proposed architecture, with special emphasis on the use of Mobile Augmented Reality and the ability to identify the best routes free of potential hazards for wheelchair users, were capable of providing significant benefits for wheelchair indoor navigation when compared to current techniques described in the literature.
This paper presents a serious game called VirtualMat. It is a Virtual Reality (VR) system designed to support the teaching of logical-mathematical concepts for students with intellectual disability. In this game, VR techniques were used in order to investigate its feasibility as a support tool for these students. The game was validated by special education professionals and tested by 15 students with intellectual disability from two inclusive schools. The results indicate that the game contributes to the student learning process by allowing the development of mathematical reasoning in an enjoyable and active way.
Este artigo tem como objetivo apresentar o software VirtualMat, um ambiente virtual educativo voltado para alunos com deficiência mental que visa auxiliar o professor a explorar noções básicas de conceitos lógico-matemáticos, enquanto estratégia pedagógica. O software foi validado por profissionais da área de educação especial queapontaram como uma de suas vantagens o fato de ele ter sido desenvolvidoespecificamente para alunos com deficiência mental, já que para estes alunos, ainda são escassos os recursos tecnológicos, principalmente no que se refere a softwares educativos. Atualmente, o software está sendo testado por a lunos com deficiência mental matriculados em uma escola inclusiva. Os primeiros resultados apontam que o mesmo está contribuindo com a aprendizagem dos alunos ao permitir o desenvolvimento de várias habilidades de maneira prazerosa e ativa.
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