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The imprinted polymers were prepared to absorb dichlorophen (DCP) by using mesoporous silica with ordered pores and high specific surface area. Both scanning electron microscopy and transmission electron microscopy results suggested that the mesoporous silica nanosphere pores had a periodic distribution. The imprinted layer of polymers was thin and uniform. The adsorption experiments showed that the adsorption of imprinted polymers was obviously improved due to the presence of mesoporous structure. The maximum adsorption capacity of MSNs@MIPs at 318 K was 91.1 mg/g, and the adsorption process rapidly reached the equilibrium within 40 min. The adsorption isotherm was well fitted by the Freundlich isotherm model, indicating that multimolecular layer adsorption mechanism governs the adsorption of DCP by the polymers. The adsorption of MSNs@MIPs complied with pseudo-second-order kinetic model. Both selective and regenerative experiments demonstrated that MSNs@MIPs can be successfully applied for selective adsorption of DCP.

Although negative thermal expansion (NTE) materials provide a new strategy to overcome the thermal-quenching phenomenon among rare earth doped luminescent materials, the overall weak upconversion luminescence still restricts their application in the field of optical temperature sensing. Herein, giant enhancement of anti-quenching upconversion luminescence is achieved in the NTE Sc2W3O12:Er3+/Yb3+ phosphors by (KMg)3+ impurity doping, and the phosphors are used for the construction of an all-fiber temperature sensing (AFTS) system. Compared to the upconversion luminescence of the Sc2W3O12:Er3+/Yb3+ phosphors at room temperature, the synergistic effect of impurity doping and NTE characterstics results in a 6000-fold enhancement of the upconversion luminescence of the (KMg)3+ doped Sc2W3O12:Er3+/Yb3+ phosphors at 573 K. A single-point tip temperature sensor was constructed based on the fluorescence luminescence intensity ratio (FIR) technology and the corresponding self-calibrated curves were obtained with a regression coefficient of 0.9996. The potential application of the constructed AFTS system was demonstrated in the real-time temperature monitoring of a CPU chip and a thermostat bath. [ABSTRACT FROM AUTHOR]

Virtual reality (VR) has good potential to promote technology-enhanced learning. Students can benefit from immersive visualization and intuitive interaction in their learning of abstract concepts, complex structures, and dynamic processes. This paper is interested in evaluating the effects of VR learning games in a Virtual and Augmented Reality Technology-Enhanced Learning (VARTeL) environment within an engineering education setting. A VARTeL flipped classroom is established in the HIVE learning hub at Nanyang Technological University (NTU) Singapore for the immersive and interactive learning. Experiments are designed for the university students conducting the learning, with three interactive and immersive VR games related to science, technology, engineering and mathematics (STEM), i.e., virtual cells, a virtual F1 racing car, and vector geometry. These VR games are a part of the VARTeL apps designed in-house at NTU for STEM education. Quantitative and qualitative analyses are performed. A total of 156 students from Mechanical Engineering participated in the experiment. There are 15 participants selected for an interview after the experiment. Pre-tests and post-tests are performed using two different models, the developed VARTeL and the modified Technology-Rich Outcome-Focused Learning Environment Inventory (TROFLEI), in order to measure the efficiency of the VARTeL environment in Higher Education. Significant improvements of about 24.8% are observed for the post-tests over the pre-tests, which illustrate the effectiveness of the VARTeL for Engineering education. Details of the VR simulation games, methods of data collection, data analyses, as well as the experiment results are discussed. It is observed from the results that all the underlying scales of the modified TROFLEI are above the threshold for the 'Good' category, indicating that a very reliable questionnaire is designed in this research. The mean 'Ideal' values are about 0.7–2.6% higher than the mean 'Actual' values. The limitations of the experiment and future works with recommendations are also presented in this paper. [ABSTRACT FROM AUTHOR]

Osteoarthritis (OA) is a chronic degenerative joint disease that affects worldwide. Oxidative stress plays a critical role in the chronic inflammation and OA progression. Scavenging overproduced reactive oxygen species (ROS) could be rational strategy for OA treatment. Bilirubin (BR) is a potent endogenous antioxidant that can scavenge various ROS and also exhibit anti‐inflammatory effects. However, whether BR could exert protection on chondrocytes for OA treatment has not yet been elucidated. Here, chondrocytes were exposed to hydrogen peroxide with or without BR treatment. The cell viability was assessed, and the intracellular ROS, inflammation cytokines were monitored to indicate the state of chondrocytes. In addition, BR was also tested on LPS‐treated Raw264.7 cells to test the anti‐inflammation property. An in vitro bimimic OA microenvironment was constructed by LPS‐treated Raw264.7 and chondrocytes, and BR also exert certain protection for chondrocytes by activating Nrf2/HO‐1 pathway and suppressing NF‐κB signalling. An ACLT‐induced OA model was constructed to test the in vivo therapeutic efficacy of BR. Compared to the clinical used HA, BR significantly reduced cartilage degeneration and delayed OA progression. Overall, our data shows that BR has a protective effect on chondrocytes and can delay OA progression caused by oxidative stress. [ABSTRACT FROM AUTHOR]

Autism Spectrum Disorder (ASD) is a developmental disorder with different levels of severity. Although the exact causes of ASD is not yet known, nor is there a medical cure for ASD to date, special facilities and schools have been established to help individuals coping better and becoming more independent. With the advancement in Virtual Reality (VR) technology, there has been a greater depth of development of technology-enhanced game-based learning for children with ASD. This paper will describe our effort on virtual pink dolphins to assist children with ASD in their learning, at the same time, to avoid the use of physical pink dolphins which is a species endangered. A study on the use of a low-cost VR enabled pink dolphins game for children with ASD to learn direction following, psychomotor skills and hand-eye coordination will be reported.

An up-and-coming concept that seeks to transform how students learn about and study complex systems, as well as how industrial workers are trained, metaverse technology is characterized in this context by its use in virtual simulation and analysis. In this work, a virtual environment is created that duplicates real-world situations and enables immersive and interactive learning in the educational metaverse. For this purpose, we built a digital twin of the Nanyang Technological University (NTU) campus as a foundation, called NTUniverse. It is designed as an educational metaverse in which various academic and analytical applications are digitized as 3D content embedded within this virtual campus. The approach to digitally twinning educational systems and embedding them within virtual campuses enables remote and collaborative learning as well as professional technical skills training. It also makes feasible the analysis of abstract concepts, complicated structures, dynamic processes, and sensitive industrial procedures virtually, which is otherwise challenging if not impossible to perform in the real world. The work offers important insights into the behaviors and interactions of systems in the metaverse by evaluating design choices and user interests. NTUniverse is an attempt to explore a novel approach that addresses remote education and training challenges. Three efforts with NTUniverse will be discussed in this work, including (1) digitalization of the NTU campus; (2) campus train modelling and simulation; and (3) science, technology, engineering and mathematics education. [ABSTRACT FROM AUTHOR]

Objectives: This study aimed to explore the effects of different duration and daily frequency of vestibular rehabilitation (VR) in patients with residual symptoms after benign paroxysmal positional vertigo (BPPV) successful repositioning. Method: Patients with successful BPPV repositioning (n = 118) were divided into 3 groups according to VR duration and frequency: group A (n = 30; 15 minutes, 3 times/day), group B (n = 30; 30 minutes, 3 times/day), group C (n = 28; 15 minutes, 6 times/day), and control group D (n = 30; no VR). All patients completed the dizziness handicap inventory (DHI) and vestibular rehabilitation benefit questionnaire (VRBQ) at baseline and after 2 and 4 weeks. Results: The emotional scores and the proportion of severe dizziness disability in the DHI scores were significant differences between VR groups A to C and control group D after 2 and 4 weeks (all P <.05). There were significant differences in total DHI and VRBQ scores among the VR groups A to C after 2 and 4 weeks (all P <.05). Interestingly, emotion scores were not significantly different in group A (P =.385), group B (P =.569), and group C (P =.340) between 2 and 4 weeks. Meanwhile at 2 weeks, the difference in motion-provoked dizziness score between group A and B was statistically significant (P =.02). Conclusions: A total VR duration over 4 weeks can reduce dizziness and improve VR benefits in routine therapy in patients with residual dizziness after successful BPPV repositioning. Emotional improvement can be observed after 2 weeks. VR may help to relieve motion-provoked dizziness earlier if patients are willing to consider increasing the duration to more than 15 minutes. [ABSTRACT FROM AUTHOR]