Positive Technology Journal

“Quickly emerging from the fast-paced growth of mobile communications and wireless technologies, pervasive games provide a worldwide network of potential play spaces. Now games can be designed to be played in public spaces like streets, conferences, museums and other non-traditional game venues – and game designers need to understand the world as a medium—both its challenges and its advantages.

This book shows how to change the face of play—who plays, when and where they play and what that play means to all involved. The authors explore aspects of pervasive games that concern game designers: what makes these games compelling, what makes them possible today, how they are made and by whom. For theorists, it provides a solidtheoretical, philosophical and aesthetic grounding of their designs. Pervasive Games covers everything from theory and design to history and marketing. Designers will find 13 detailed game descriptions, a wealth of design theory, examples from dozens of games and a thorough discussion of past inspirations—directly from the game designers themselves.“

PRESENCCIA and SKILLS are two integrated projects that both aim to advance Virtual Reality technology. These projects are highly interdisciplinary encompassing, among others, computer science, robotics, engineering, interaction design, cognitive science, neuroscience, psychology and philosophy. All these fields, however diverse their interests, come together in the goal of integrating human interaction in mixed and virtual reality environments in order to enhance the user’s experience and enabling him to act and interact in a natural and familiar way by means of enactive paradigms.

The most interesting, challenging and useful digital environments are social, focussing on supporting (group) interaction between real people and other remote people or real people and virtual people. The aim is to understand, track and give appropriate feedback in verbal, non-verbal and implicit interactions while also making digital content more believable and intelligent.

Likewise, a number of methods need to be developed allowing users of virtual environments to not only perform actions effectively in a variety of different scenarios but also be able to choose from a repertoire of suitable actions. This requires adequate digital representations of human skills and also techniques to capture, interpret and deliver them by means of multimodal interfaces, robotics and virtual environments within enactive interaction paradigms.

At the low-level end of the spectrum we also aim to understand the neural basis of presence and its response. Its enhancement and its application is the fundamental object of study from many different points of view, and including visual, haptic and auditory modalities.

To participate to the Workshop, please register on line:
http://www.percro.org/registrationXVR2009/

Keynote Speakers

Salvatore Maria Aglioti, Psychology Department , Università di Roma "La Sapienza” and IRCCS Fondazione Santa Lucia, Roma (http://w3.uniroma1.it/aglioti/) ù

Flesh made Soul: Bodies in the Brain.

Talking about the body implies talking about the very “special object” that allows a deep interconnection between the ability to have self-consciousness and the ability to experience a world of objects. My talk will be based on the studies in healthy and brain damaged subjects we performed in the past fifteen years on the neural representation of the body. I will put forward the idea that, although trivially made of flesh, blood and bones, the body can be considered the “psychic object” par excellence, which mediates and implements a variety of complex functions, ranging from the notion of self to social interactions and negotiations.

Jan Peters, Dept. Empirical Inference, Max-Planck-Institute for Biological Cybernetics, Tuebingen, Germany (http://www-clmc.usc.edu/~jrpeters/)

Towards Motor Skill Learning in Robotics.

Autonomous robots that can assist humans in situations of daily life have been a long standing vision of robotics, artificial intelligence,
and cognitive sciences. A first step towards this goal is to create robots that can learn tasks triggered by environmental context or higher level instruction. However, learning techniques have yet to live up to  this promise as only few methods manage to scale to high-dimensional manipulator or humanoid robots. In this talk, we investigate a general framework suitable for learning motor skills in robotics which is based on the principles behind many analytical robotics approaches. We propose new, task-appropriate architectures, such as the Natural Actor-Critic and the PoWER algorithm.
and cognitive sciences. A first step towards this goal is to create robots that can learn tasks triggered by environmental context or higher level instruction. However, learning techniques have yet to live up to  this promise as only few methods manage to scale to high-dimensional manipulator or humanoid robots. In this talk, we investigate a general framework suitable for learning motor skills in robotics which is based on the principles behind many analytical robotics approaches. We propose new, task-appropriate architectures, such as the Natural Actor-Critic and the PoWER algorithm.

Testing the effects of educational strategies on comprehension of a genomic concept using virtual reality technology.

Patient Educ Couns. 2009 Apr 29;

Authors: Kaphingst KA, Persky S, McCall C, Lachance C, Loewenstein J, Beall AC, Blascovich J

OBJECTIVE: Applying genetic susceptibility information to improve health will likely require educating patients about abstract concepts, for which there is little existing research. This experimental study examined the effect of learning mode on comprehension of a genomic concept. METHODS: 156 individuals aged 18-40 without specialized knowledge were randomly assigned to either a virtual reality active learning or didactic learning condition. The outcome was comprehension (recall, transfer, mental models). RESULTS: Change in recall was greater for didactic learning than for active learning (p<0.001). Mean transfer and change in mental models were also higher for didactic learning (p<0.0001 and p<0.05, respectively). Believability was higher for didactic learning (p<0.05), while ratings for motivation (p<0.05), interest (p<0.0001), and enjoyment (p<0.0001) were higher for active learning, but these variables did not mediate the association between learning mode and comprehension. CONCLUSION: These results show that learning mode affects comprehension, but additional research is needed regarding how and in what contexts different approaches are best for educating patients about abstract concepts. PRACTICE IMPLICATIONS: Didactic, interpersonal health education approaches may be more effective than interactive games in educating patients about abstract, unfamiliar concepts. These findings indicate the importance of traditional health education approaches in emerging areas like genomics.

Via Mauro Cherubini's blog

QEEG guided neurofeedback therapy in personality disorders: 13 case studies.

Clin EEG Neurosci. 2009 Jan;40(1):5-10

Authors: Surmeli T, Ertem A

According to DSM-IV, personality disorder constitutes a class only when personality traits are inflexible and maladaptive and cause either significant functional impairment or subjective distress. Classical treatment of choice for personality disorders has been psychotherapy and/or psychopharmacotherapy. Our study is to determine if subjects with antisocial personality disorders will benefit from quantitative EEG (qEEG) guided neurofeedback treatment. Thirteen subjects (9 male, 4 female) ranged in age from 19 to 48 years. All the subjects were free of medications and illicit drugs. We excluded subjects with other mental disorders by clinical assessment. Psychotherapy or psychopharmacotherapy or any other treatment model was not introduced to any of the subjects during or after neurofeedback treatment. For the subject who did not respond to neurofeedback, training was applied with 38 sessions of LORETA neurofeedback training without success. Evaluation measures included qEEG analysis with Nx Link data base, MMPI, T.O.V.A tests and SA-45 questionaries at baseline, and at the end of neurofeedback treatment. Lexicor qEEG signals were sampled at 128 Hz with 30 minutes-neurofeedback sessions completed between 80-120 sessions depending on the case, by Biolex neurofeedback system. At baseline and after every 20 sessions, patients were recorded with webcam during the interview. Twelve out of 13 subjects who received 80-120 sessions of neurofeedback training showed significant improvement based on SA-45 questionaries, MMPI, T.O.V.A. and qEEG/Nx Link data base (Neurometric analysis) results, and interviewing by parent/family members. Neurofeedback can change the view of psychiatrists and psychologists in the future regarding the treatment of personality disorders. This study provides the first evidence for positive effects of neurofeedback treatment in antisocial personality disorders. Further study with controls is warranted.

Facilitation of motor imagery through movement-related cueing.

Brain Res. 2009 Apr 27;

Authors: Heremans E, Helsen WF, De Poel HJ, Alaerts K, Meyns P, Feys P

In the past few years, the use of motor imagery as an adjunct to other forms of training has been studied extensively. However, very little attention has been paid to how imagery could be used to greatest effect. It is well known that the provision of external cues has a beneficial effect on motor skill acquisition and performance during physical practice. Since physical execution and mental imagery share several common mechanisms, we hypothesized that motor imagery might be affected by external cues in a similar way. To examine this, we compared the motor imagery performance of three groups of 15 healthy participants who either physically performed or imagined performing a goal-directed cyclical wrist movement in the presence or the absence of visual and/or auditory external cues. As outcome measures, the participants' imagery vividness scores and eye movements were measured during all conditions. We found that visual movement-related cues improved the spatial accuracy of the participants' eye movements during imagery, while auditory cues specifically enhanced their temporal accuracy. Furthermore, both types of cues significantly improved the participants' imagery vividness. These findings indicate that subjects may imagine a movement in a better way when provided with external movement-related stimuli, which may possibly be useful with regard to the efficiency of mental practice in (clinical) training protocols.