RESUMEN
Engineering programs emphasize students career advancement by ensuring that engineering students gain technical and professional capabilities during their four-year study. In a traditional engineering laboratory, students "learn by doing", and laboratory equipment facilitates their discipline-specific knowledge acquisition. Unfortunately, there were significant educational uncertainties, such as COVID-19, which halted laboratory activities for an extended period, causing challenges for students to perform and obtain practical experiments on campus. To overcome these challenges, this research proposes and develops an Artificial Intelligence-based smart tele-assisting technology application to digitalize first-year engineering students practical experience by incorporating Augmented Reality (AR) and Machine Learning (ML) algorithms using the HoloLens 2. This application improves virtual procedural demonstrations and assists first-year engineering students in conducting practical activities remotely. This research also applies various machine learning algorithms to identify and classify different images of electronic components and detect the positions of each component on the breadboard (using the HoloLens 2). Based on a comparative analysis of machine learning algorithms, a hybrid CNN-SVM (Convolutional Neural Network - Support Vector Machine) model is developed and is observed that a hybrid model provides the highest average prediction accuracy compared to other machine learning algorithms. With the help of AR (HoloLens 2) and the hybrid CNN-SVM model, this research allows students to reduce component placement errors on a breadboard and increases students competencies, decision-making abilities, and technical skills to conduct simple laboratory practices remotely. © 2023 IEEE.
RESUMEN
Atlanta, Georgia, was the grand setting of the Fall 2021 American Chemical Society (ACS) National Meeting & Exposition, subheaded ‘Resilience of Chemistry.’ The meeting was both an in-person and virtual meeting at Georgia World Congress Center, and consisted of poster presentations, oral sessions, symposia, press releases and media briefings from s chosen from thousands of scientific presentations on topics that include food and nutrition, medicine, health, energy, the environment, medicinal chemistry, biological chemistry, and other fields where chemistry plays a central role. Presentations were either in person or virtual, or both, allowing for an almost return to normal meeting attendance since the start of the COVID-19 pandemic, with live interaction possible in a room or online.
RESUMEN
The laboratories play an important phase in the educational learning process by providing an interactive learning technique and inspiring students to acquire practical skills. However, the current coronavirus pandemic (COVID-19) has increased educational uncertainty significantly. Laboratory experiments have been suspended indefinitely, compelling the education institutions to accept-wider use of virtual and remote learning. This research aims to understand the issues students confront in physical/remote laboratories and explores how physical labs could be digitalized through Augmented Reality (AR) smart glasses. The research paper presents a survey of undergraduate engineering students' perceptions towards the use of AR smart glasses in laboratories. Fosters student to carry out experiments through AR smart glasses to view digital warning messages superimposed on the actual environment, allowing them to dive deeper into information and better comprehend the topic According to the findings, more than 85% of students are interested in adopting AR smart glasses. The survey findings show that integrating emerging technologies such as Augmented Reality (AR) and Artificial Intelligence (Al)-will improve student engagement and learning outcomes by increasing students' depth of connections between the content students are learning and the real-world outside the classroom. Additionally, it enables students to perform experiments remotely without affecting their self-efficacy by experimenting-with laboratory kits delivered off-campus. © 2022 IEEE.
RESUMEN
Objective: Prior studies have shown maternal viral infections are associated with fetal growth restriction (FGR);however, the relationship between FGR and Sars-CoV-2 (SCOV2) infection during pregnancy remains unclear. In this study, we investigate the association between FGR & parental SCOV2 infection at a county hospital in Atlanta, Georgia. Study Design: A prospective cohort study was created by matching patients who had positive SCOV2 (PSCOV2) and negative SCOV2 (NSCOV2) PCR tests between 1/2020-4/2021 utilizing an institutional database. Cohorts were drawn from patients who received a 3rd trimester ultrasound (3TUS) & were matched by gestational age & month SCVO2 testing was performed. FGR was present when estimated fetal weight (EFW) was ≤10% or abdominal circumference (AC) ≤10% at time of either late 2nd or 3rd trimester ultrasound. Sample size calculations were performed to investigate a 15% difference in FGR rate requiring 74 subjects per group. Univariate analyses, chi-square tests and logistic regression were performed. Regression models were adjusted for comorbidities including preeclampsia, gestational diabetes, chronic hypertension, gestational hypertension, and maternal race. Results: 157 subjects were in the analyses (n=78 PSCOV2 and n=79 NSCVO2). 83.4% (n =131) self-identified as African American. FGR rates were 15.3% and 16.4% among PSCOV2 and NSCOV2 respectively. After adjusting for confounders, no difference in FGR was observed between the groups (adjusted OR: 1.12, 95% CI 0.46-2.73). Absolute EFW at time of FGR diagnosis was lower in PSCOV2 vs NSCOV2 (1,250 grams vs.1,337 grams, p= 0.015), a relationship that remained after adjusting for confounders (p=0.015). Conclusion: Our data suggest that despite a high background FGR rate (15.2%), there was no significant association between FGR and SCOV2. Also, EFW was lower in PSCOV2 cohort vs NSCOV2 cohort. Therefore, unlike other viral illnesses, while SCOV2 may not clinically drive FGR, further studies are necessary to investigate the effects of maternal SCVO2 on fetal growth & examine whether growth exams improve outcomes in this setting.