Advanced displays and Natural User Interfaces (NUI) are a very suitable combination for developing systems to provide an enhanced and richer user experience. This combination can be appropriate in several fields and has not been extensively exploited. One of the fields that this combination is especially suitable for is education. Nowadays, children are growing up playing with computer games, using mobile devices, and other technological devices. New learning methods that use these new technologies can help in the learning process. In this paper, two new methods that use advanced displays and NUI for learning about a period of history are presented. One of the methods is an autostereoscopic system that lets children see themselves as a background in the game and renders the elements in 3D without the need for special glasses; the second method is a frontal projection system that projects the image on a table in 2D and works similarly to a touch table. The Microsoft Kinect© is used in both systems for the interaction. A comparative study to check different aspects was carried out. A total of 128 children from 7 to 11 years old participated in the study. From the results, we observed that the different characteristics of the systems did not influence the children's acquired knowledge, engagement, or satisfaction. There were statistically significant differences for depth perception and presence in which the autostereoscopic system was scored higher. However, of the two systems, the children considered the frontal projection to be easier to use. We would like to highlight that the scores for the two systems and for all the questions were very high. These results suggest that games of this kind (advanced displays and NUI) could be appropriate educational games and that autostereoscopy is a technology to exploit in their development.  This work was funded by the Spanish Ministry of Science and Innovation through the APRENDRA project (TIN2009-14319-C02-01).  We would like to thank the following for their contributions:  The "Escola d'Estiu" and especially Juan Cano, Miguelón Giménez, and Javier Irimia. The other two Summer Schools that participated in this study. This work would not have been possible without their collaboration.

As new technologies have emerged in the last few years, the learning process has been changing. New and powerful e-learning systems are being developed and new teaching methods can be used in classrooms. In this paper, we present a computer-based game with an educational background that is played on a large-size tabletop display. The game can be used as reinforcement for educational content related to historical ages. The game uses natural interaction. A study to compare the traditional learning method with a collaborative learning method using the game was carried out. A group of up to 12 children could learn together using the game. The experience of children in large groups was also compared with the experience of children playing in pairs. One hundred children between 8 and 11 years old participated in the study; they were divided into three groups (LGroup, Pairs, TClass). When the pretest and the post-test results were compared, it was shown that the children learned the contents in all three groups. The results also showed that there were statistically significant differences between the traditional method and the game played in a large group in favour of children who played the game in the large group. The knowledge acquired was independent from gender and age. There were no statistically significant differences between learning in large groups or learning in pairs. In both cases, the children expressed their satisfaction for the game and found it easy to use. Therefore, playing games of this type collaboratively in large groups or in pairs can be a valuable learning method that can be combined with traditional methods.

OBJECTIVE To evaluate the safety and performance of a new multivariable closed-loop glucose controller with automatic carbohydrate recommendation (MCL) during and after unannounced and announced exercise in adults with type 1 diabetes (T1D). RESEARCH DESIGN AND METHODS A randomized, three-arm, crossover clinical trial was conducted. Participants completed a heavy aerobic exercise session including three 15-min sets on a cycle-ergometer with 5 minutes rest in-between. In a randomly determined order, we compared MCL control with unannounced (CLNA) and announced (CLA) exercise to open-loop therapy (OL). Adults with T1D, insulin pump users and HbA1c between 6.0-8.5% were eligible. We investigated glucose control during and 3 hours after exercise. RESULTS Ten subjects (40.8±7.0 years-old; an HbA1c of 7.3±0.8%) participated. The use of the MCL in both closed-loop arms decreased the time <70 mg/dl of sensor glucose (0.0%,[0.0-16.8] and 0.0%,[0.0-19.2] vs. 16.2%,[0.0-26.0], (%,[Percentile 10-90]) CLNA and CLA vs. OL respectively, p=0.047,p=0.063) and the number of hypoglycemic events when compared to OL (CLNA 4 and CLA 3 vs. OL 8; p=0.218,p=0.250). The use of MCL system increased the proportion of time within 70-180 mg/dl (87.8%,[51.1-100] and 91.9%,[58.7-100] vs. 81.1%,[65.4-87.0], (%,[Percentile 10-90]) CLNA and CLA vs. OL respectively, p=0.227, p=0.039). This was achieved with the administration of similar doses of insulin and less amount of carbohydrates. CONCLUSIONS MCL with automatic carbohydrate recommendation performed well and was safe during and after both unannounced and announced exercise maintaining glucose mostly within the target range and reducing the risk of hypoglycemia despite of less amount of carbohydrate intake.

The latest video game and entertainment technology and other technologies are facilitating the development of new and powerful e-Learning systems. In this paper, we present a computer-based game for learning about five historical ages. The objective of the game is to reinforce the events that mark the transition from one historical age to another and the order of the historical ages. Our game incorporates natural human-computer interaction based on video game technology, Frontal Projection, and personalized learning. For personalized learning, a Flexible Learning Itinerary has been included, where the children can decide how to direct the flow of their own learning process. For comparison, a Linear Learning Itinerary has also been included, where the children follow a determined learning flow. A study to compare the two different learning itineraries was carried out. Twenty nine children from 8 to 9 years old participated in the study. The analysis of the pre-tests and the post-tests determined that children learned the contents of a game about historical ages. The results show that there were no statistically significant differences between the two learning itineraries. Therefore, our study reveals the potential of computer-based learning games as a tool in the learning process for both flexible and linear itineraries.

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