Improving energy expenditure estimates from wearable devices: A machine learning approach

ABSTRACT

A means of quantifying continuous, free-living energy expenditure (EE) would advance the study of bioenergetics. The aim of this study was to apply a non-linear, machine learning algorithm (random forest) to predict minute level EE for a range of activities using acceleration, physiological signals (e.g., heart rate, body temperature, galvanic skin response), and participant characteristics (e.g., sex, age, height, weight, body composition) collected from wearable devices (Fitbit charge 2, Polar H7, SenseWear Armband Mini and Actigraph GT3-x) as potential inputs. By utilising a leave-one-out cross-validation approach in 59 subjects, we investigated the predictive accuracy in sedentary, ambulatory, household, and cycling activities compared to indirect calorimetry (Vyntus CPX). Over all activities, correlations of at least r = 0.85 were achieved by the models. Root mean squared error ranged from 1 to 1.37 METs and all overall models were statistically equivalent to the criterion measure. Significantly lower error was observed for Actigraph and Sensewear models, when compared to the manufacturer provided estimates of the Sensewear Armband (p < 0.05). A high degree of accuracy in EE estimation was achieved by applying non-linear models to wearable devices which may offer a means to capture the energy cost of free-living activities.     

Measures of cognitive structure: Do they assess learning at the level of comprehension?

One purpose of this study was to determine whether cognitive structure, assessed by psychometric measures of concept interrelatedness, can be developed when the students initially do not know what concept relationships exist and what they mean. The second purpose was to apply those measures to a learning situation that has produced a nonspecific transfer effect, i.e., the facilitative effect of concrete examples on learning abstract passages, to attempt to explain this effect more completely. Five groups of 20 students each read two prose passages and took recall and structure assessment tests on the second passage. Results (1) indicated that the nonspecific facilitative transfer effect was replicated and (2) offered some support for the contention that the cognitive structure which proximity measures assess can be trained to correspond to content structure, but that related recall remains low. With resolution of some of the methodological issues surrounding these measures, however, clearer explanation of transfer effects and assessment of higher order learning may be facilitated.     

Primary grade student reports for teacher evaluation

The improvement of teacher evaluation is an important theme in current public school reform efforts. One change, suggested by a number of researchers, is to gather more lines of evidence or perspectives of teacher performance for decision making. Student views, commonly used in higher education, are advocated as one data source about teacher quality. Although it is clear that students of all ages can provide some perspective on teacher performance, substantial questions remain about using the views of young pupils.The purpose of this study was to empirically examine a sample of student reports of teacher performance from kindergarten through second grade. The analysis used procedures developed for student rating forms in higher education. The objective was to advance understanding and practice about effective teacher evaluation, specifically in the use of pupil report data.     

Collaborative knowledge building: A case study

What learning conditions are necessary to effectively support the knowledge-building enterprise in a learning community? To answer this question, the case-study method was employed to investigate collaborative knowledge building in a graduate level course designed to incorporate specific constructivist learning principles. These principles included (a) having a collective and authentic community goal to facilitate collaboration and engagement in the community, (b) using cooperative groups to provide for social negotiation and to promote multiple perspectives, (c) personally selecting of course readings and group decision-making to encourage ownership in learning, and (d) employing an integrated set of technology tools to archive the work of the community and facilitate communication. Results indicated that the instructional strategies designed into the course promoted collaborative knowledge building and the acquisition of key concepts through self-directed learning strategies. Results also pointed out the types of technological support required to implement an effective community of learners. A proposed set of guidelines is discussed to assist instructional designers in the design and development of collaborative, knowledge-building environments.     

Using Harry Potter to teach literacy: different approaches

The ubiquity of the Harry Potter phenomenon offers an opportunity to examine the different ways educators use popular books to teach reading. This study analyses a number of journal articles that address the Harry Potter novels as tools for the classroom. These articles show a great diversity of approaches. Government testing of discrete, assessable skills can dominate contemporary discussions of literacy, and the Harry Potter books are sometimes used to address these targets. Other educators use Harry Potter to teach children about multimedia technologies. Most often, educators who embrace the Harry Potter novels affirm the value of reading for pleasure. This view often also promotes reading as a route to the critical literacy goal of social inclusion and the psychological development of the child. Taken together, these uses of Harry Potter present a confused picture, with no clear agreement on what good reading is or how it should be taught.     

Spatial density as a setting event for the social interaction of preschool children

The effects of spatial density as a setting event on the social interaction of preschool children were examined in this review. A specific interest was the potential application of this setting event to children with special needs in inclusive settings. Twelve studies were examined revealing a range of methodological and technical difficulties in the extant research. Several studies reported significant effects, but results were inconsistent and very limited research examining students with special needs is available. Several suggestions for future research are offered including conduct of studies in typical preschool settings with representative group sizes, study of children with special needs, and use of research designs that allow idiosyncratic responses to interventions to be considered. Despite considerable recent interest and research on setting events, the body of research on spatial density is dated and methodologically problematic. It is suggested that renewed interest in this class of setting events might be appropriate.     

Embedded Library Services: From Cooperation to Collaboration to Enhance Student Learning in Asynchronous Online Course

The online environment presents a unique challenge to higher education. Shifting from the face- to-face format to online not only involves rethinking course design, but requires careful consideration of when and how to teach students, how to find and evaluate information needed to successfully complete coursework. One solution is faculty teaming with subject librarians to design and build in teachable moments. This case study discusses one such successful partnership from designing the course to choosing and embedding library resources and finally to the learning outcome of the online course.