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With the gradual popularity of wearable devices, the demand for high-performance flexible wearable sensors is also increasing. Flexible sensors based on the optical principle have advantages e.g. anti-electromagnetic interference, antiperspirant, inherent electrical safety, and the potential for biocompatibility. In this study, an optical waveguide sensor integrating a carbon fiber layer, fully constraining stretching deformation, partly constraining pressing deformation, and allowing bending deformation, was proposed. The sensitivity of the proposed sensor is three times higher than that of the sensor without a carbon fiber layer, and good repeatability is maintained. We also attached the proposed sensor to the upper limb to monitor grip force, and the sensor signal showed a good correlation with grip force (the R-squared of the quadratic polynomial fitting was 0.9827) and showed a linear relationship when the grip force was greater than 10N (the R-squared of the linear fitting was 0.9523). The proposed sensor has the potential for applications in recognizing the intention of human movement to help the amputees control the prostheses.

This study aims to evaluate the practical application value of the teaching method under the guidance of educational psychology and artificial intelligence (AI) design, taking the deep learning theory as the basis of teaching design. The research objects of this study involve all the teachers, students, and students' parents of Ningbo Middle School. The questionnaires are developed to survey the changes in the performance of students before and after the implementation of the teaching design and the satisfaction of all teachers, students, and parents to different teaching methods by comparing the two results and the satisfaction ratings. All objects in this study volunteer to participate in the questionnaire survey. The results suggest the following: (1) the effective return rates of the questionnaires to teachers, students, and parents are 97, 99, and 95%, respectively, before implementation; whereas those after implementation are 98, 99, and 99%, respectively. Comparison of the two return results suggests that there was no significant difference statistically (P > 0.05). (2) Proportion of scoring results before and after implementation is given as follows: the proportions of levels A, B, C, and D are 35, 40, 15, and 10% before implementation, respectively; while those after implementation are 47, 36, 12, and 5%, respectively. After the implementation, the proportion of level A is obviously higher than that before the implementation, and the proportions of other levels decreased in contrast to those before the implementation, showing statistically obvious differences (P < 0.05). (3) The change in the performance of each subject after 1 year implementation is significantly higher than that before the implementation, and the change in the average performance of each subject shows an upward trend. In summary, (1) the comparison on the effective return rate of the satisfaction survey questionnaire proves the feasibility of its scoring results. (2) The comparison of the survey scoring results shows that people are more satisfied with the new educational design teaching method. (3) The comparison of the change in the performance of each subject before and after the implementation indirectly reflects the drawbacks of partial subject education, indicating that the school should pay the same equal attention to every subject. (4) Due to various objective and subjective factors, the results of this study may be different from the actual situation slightly, and its accuracy has to be further explored in the future.