Rotator Cuff Disorders

Blaine, Theodore A.; Bigliani, Louis U.

doi:10.1007/1-84628-050-8_13

Cited by 3 publications

(1 citation statement)

References 64 publications

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“…The current most successful commercial application of gesture-based interfaces has been sports games for Nintendo Wii, Microsoft Kinect, and Sony PlayStation Move (Pasch, Bianchi-Berthouze, van Dijk, & Nijholt, 2009). More novel and untraditional usage of gesture recognition include musical and dancing games (Blaine, 2005), a game to guide a virtual driver to park a virtual car into a parking lot using real gestures (Bannach et al, 2007), the use of body gestures to control quick time events in interactive story telling (Kistler, Sollfrank, Bee, & André, 2011), provide immersive math education for the Deaf (Adamo-Villani, Heisler, & Arns, 2007), and learning math using gestures to guide an object along the path leading to a correct answer (Thakkar, Shah, Thakkar, Joshi, & Mendjoge, 2012).…”

Section: Various Use Of Gesture Recognitionmentioning

confidence: 99%

Learning Recycling from Playing a Kinect Game

Ibánez

Wang

2015

International Journal of Game-Based Learning

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The emergence of gesture-based computing and inexpensive gesture recognition technology such as the Kinect have opened doors for a new generation of educational games. Gesture based-based interfaces make it possible to provide user interfaces that are more nature and closer to the tasks being carried out, and helping students that learn best through movement (compared to audio and vision). For younger students, motion interfaces can stimulate development of motor skills and let students be physically active during the school day. In this article, an evaluation is presented of a Kinect educational game where students learn to recycle using body gestures. The focus of the evaluation was to investigate potential advantages using gesture-interfaces in educational games, how the game affected the students' engagement, motivation and learning, and if there were any social preferences for playing the game. The results show that elementary school students get highly motivated and engaged playing a Kinect recycling game. The students also report that they learn from playing this game and prefer such game-based learning to traditional lectures. Finally, the students preferred playing this game as a multi-player game, where the boys preferred to play competitive while the girls preferred playing collaboratively.

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Section: Various Use Of Gesture Recognitionmentioning

confidence: 99%

Learning Recycling from Playing a Kinect Game

Ibánez

Wang

2015

International Journal of Game-Based Learning

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Influence of Tear Size on the Load Bearing Capacity of the Supraspinatus Tendon

Celemín

Vargas-Ariza

Briceño³

et al. 2014

IyU

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La ruptura del tendón supraespinoso es una de las lesiones más comunes del manguito rotador. El objetivo de este estudio es evaluar el efecto de una ruptura del tendón en su capacidad de carga y estimar el tamaño de la ruptura a la cual el tendón no puede soportar carga en el rango fisiológico. Este estudio presenta un único índice que indica la capacidad de carga del tendón, Strength Index (SI)el cual se calcula usando un modelo computacional del tendón. También se calculó el tamaño crítico de la ruptura (CTS) definido como el tamaño de la ruptura a la cual el tendón no puede soportar una carga máxima. SI y CTS fueron estimados para 8 rupturas de tamaño creciente y 7 diferentes esfuerzos últimos para incluir variabilidad por crecimiento de la ruptura y del paciente, respectivamente. El SI de tendón disminuyó con el aumento del tamaño de la ruptura. El CTS para el tendón modelado fue estimado entre 6 y 19 mm, asumiendo un esfuerzo último en un rango fisiológico entre 1,6 y 12,6 MPa. La posible aplicación clínica del índice CTS es limitada al surgimiento de nuevas técnicas que permitan la estimación acertada del esfuerzo último del tejido

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