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In daily operations, there are lots of blade disk structures operating in water, e.g., hydraulic turbines and pumps, whose dynamic behavior may be severely affected by the added mass effect. Their mode shape change problem from vacuum to water due to the added mass effect has been studied in this paper. The added mass effect of simplified blade disk structures submerged in still water has been studied numerically first in this paper. Acoustic fluid–structure interaction technology has been used to simulate the fluid and structure coupling effect. Through comparing the strain energy percentage of the disk part in water with those in air under different disk material densities, it showed that different parts of the submerged blade disk structures can suffer from different average added mass factors, which makes the modal shapes of some modes with strong blade disk interactions change a lot from vacuum to water, thus produces a large influence on the optimal design of submerged blade disk structures. Based on the conclusions of the simplified model, the situation of a Francis turbine runner model was investigated, and the results fit the conclusions on the simplified model very well.

Academic Summary Learning environments are characterized by educational vision, policies, and practices in the college's social and academic environment. Student experiences in these environments follow a range of social and intellectual exchanges with peers and teachers. How these exchanges affect learning depends on the nature and quality of these interactions (Swail, 2003). I started out with the premise that students are more motivated to engage in learning if they sense ownership of their social and intellectual involvement. Intuitively I found that using students' perspectives and ideas in shaping their participation makes their involvement more relevant to them. We referred to such experiences as meaningful involvement in learning. However, how to theoretically describe the qualities of meaningful involvement in learning and how they support or constrain learning and study success still needs to be clarified. The focus of this study is to find the (missing) link between daily interactions and study success. The central research question is: How do daily interactions with peers and teachers shape meaningful social and academic involvement to support study success? We conducted four studies to explore this question. The first two studies focus on the missing link between interactions and study success. By linking Tinto's interactional model of social and academic integration (Tinto, 1993) to concepts of meaningful involvement (Ryan & Deci, 2017), we aim to clarify key mechanisms in daily interactions supporting academic success. The third and fourth studies also explore two other avenues related to everyday interactions, namely how technology use in interactions may affect students' integration and sense of belonging on campus and how interactions may shape migrant and international students' inclusion on campus differently compared to students without migration background. All the studies are based on quantitative surveys conducted among college students in the Netherlands. The data for the first three studies were collected through online surveys from undergraduate students at universities of applied sciences. The fourth study used an existing data set (Belonging@VU) from students at a large research university. The findings of the four studies clearly show how students' daily interaction connects to academic success. Quality interactions support students' inclusion, meaningful involvement in learning, and academic success. However, not all students have equal opportunities to establish supportive relationships with peers and staff. Those whose values and practices match with peers and staff are more likely to find supportive relationships and ease their way into college social and intellectual communities, indicating their successful integration into the college community. However, students' integration is an essential first step for involvement in learning, but it does not guarantee study success. To succeed, their involvement in learning must be meaningful to them. It must support the three psychological needs relatedness, autonomy, and competence. This happens when their social interactions support genuine peer relationships (relatedness support), their intellectual exchanges with peers and staff trigger intrinsic involvement in learning (autonomy support), and recognize their intellectual abilities (competence support). Support of psychological needs grows students' autonomous motivation for learning, which indicates how meaningful their formal and informal interactions with peers (social integration) and teachers (academic integration) are to their development in college. But, for students to develop the skills they need to succeed, their formal interactions with peers and teachers must be autonomy and competence supportive. This will boost their sense of competency, making them confident of performing well academically. The increased confidence in their own abilities and autonomous motivation for learning makes students more likely to invest time and effort in developing effective learning strategies and achieve good results, which puts them in control of their learning and academic success.

Academic Summary Learning environments are characterized by educational vision, policies, and practices in the college's social and academic environment. Student experiences in these environments follow a range of social and intellectual exchanges with peers and teachers. How these exchanges affect learning depends on the nature and quality of these interactions (Swail, 2003). I started out with the premise that students are more motivated to engage in learning if they sense ownership of their social and intellectual involvement. Intuitively I found that using students' perspectives and ideas in shaping their participation makes their involvement more relevant to them. We referred to such experiences as meaningful involvement in learning. However, how to theoretically describe the qualities of meaningful involvement in learning and how they support or constrain learning and study success still needs to be clarified. The focus of this study is to find the (missing) link between daily interactions and study success. The central research question is: How do daily interactions with peers and teachers shape meaningful social and academic involvement to support study success? We conducted four studies to explore this question. The first two studies focus on the missing link between interactions and study success. By linking Tinto's interactional model of social and academic integration (Tinto, 1993) to concepts of meaningful involvement (Ryan & Deci, 2017), we aim to clarify key mechanisms in daily interactions supporting academic success. The third and fourth studies also explore two other avenues related to everyday interactions, namely how technology use in interactions may affect students' integration and sense of belonging on campus and how interactions may shape migrant and international students' inclusion on campus differently compared to students without migration background. All the studies are based on quantitative surveys conducted among college students in the Netherlands. The data for the first three studies were collected through online surveys from undergraduate students at universities of applied sciences. The fourth study used an existing data set (Belonging@VU) from students at a large research university. The findings of the four studies clearly show how students' daily interaction connects to academic success. Quality interactions support students' inclusion, meaningful involvement in learning, and academic success. However, not all students have equal opportunities to establish supportive relationships with peers and staff. Those whose values and practices match with peers and staff are more likely to find supportive relationships and ease their way into college social and intellectual communities, indicating their successful integration into the college community. However, students' integration is an essential first step for involvement in learning, but it does not guarantee study success. To succeed, their involvement in learning must be meaningful to them. It must support the three psychological needs relatedness, autonomy, and competence. This happens when their social interactions support genuine peer relationships (relatedness support), their intellectual exchanges with peers and staff trigger intrinsic involvement in learning (autonomy support), and recognize their intellectual abilities (competence support). Support of psychological needs grows students' autonomous motivation for learning, which indicates how meaningful their formal and informal interactions with peers (social integration) and teachers (academic integration) are to their development in college. But, for students to develop the skills they need to succeed, their formal interactions with peers and teachers must be autonomy and competence supportive. This will boost their sense of competency, making them confident of performing well academically. The increased confidence in their own abilities and autonomous motivation for learning makes students more likely to invest time and effort in developing effective learning strategies and achieve good results, which puts them in control of their learning and academic success.

Academic Summary Learning environments are characterized by educational vision, policies, and practices in the college's social and academic environment. Student experiences in these environments follow a range of social and intellectual exchanges with peers and teachers. How these exchanges affect learning depends on the nature and quality of these interactions (Swail, 2003). I started out with the premise that students are more motivated to engage in learning if they sense ownership of their social and intellectual involvement. Intuitively I found that using students' perspectives and ideas in shaping their participation makes their involvement more relevant to them. We referred to such experiences as meaningful involvement in learning. However, how to theoretically describe the qualities of meaningful involvement in learning and how they support or constrain learning and study success still needs to be clarified. The focus of this study is to find the (missing) link between daily interactions and study success. The central research question is: How do daily interactions with peers and teachers shape meaningful social and academic involvement to support study success? We conducted four studies to explore this question. The first two studies focus on the missing link between interactions and study success. By linking Tinto's interactional model of social and academic integration (Tinto, 1993) to concepts of meaningful involvement (Ryan & Deci, 2017), we aim to clarify key mechanisms in daily interactions supporting academic success. The third and fourth studies also explore two other avenues related to everyday interactions, namely how technology use in interactions may affect students' integration and sense of belonging on campus and how interactions may shape migrant and international students' inclusion on campus differently compared to students without migration background. All the studies are based on quantitative surveys conducted among college students in the Netherlands. The data for the first three studies were collected through online surveys from undergraduate students at universities of applied sciences. The fourth study used an existing data set (Belonging@VU) from students at a large research university. The findings of the four studies clearly show how students' daily interaction connects to academic success. Quality interactions support students' inclusion, meaningful involvement in learning, and academic success. However, not all students have equal opportunities to establish supportive relationships with peers and staff. Those whose values and practices match with peers and staff are more likely to find supportive relationships and ease their way into college social and intellectual communities, indicating their successful integration into the college community. However, students' integration is an essential first step for involvement in learning, but it does not guarantee study success. To succeed, their involvement in learning must be meaningful to them. It must support the three psychological needs relatedness, autonomy, and competence. This happens when their social interactions support genuine peer relationships (relatedness support), their intellectual exchanges with peers and staff trigger intrinsic involvement in learning (autonomy support), and recognize their intellectual abilities (competence support). Support of psychological needs grows students' autonomous motivation for learning, which indicates how meaningful their formal and informal interactions with peers (social integration) and teachers (academic integration) are to their development in college. But, for students to develop the skills they need to succeed, their formal interactions with peers and teachers must be autonomy and competence supportive. This will boost their sense of competency, making them confident of performing well academically. The increased confidence in their own abilities and autonomous motivation for learning makes students more likely to invest time and effort in developing effective learning strategies and achieve good results, which puts them in control of their learning and academic success.

Academic Summary Learning environments are characterized by educational vision, policies, and practices in the college's social and academic environment. Student experiences in these environments follow a range of social and intellectual exchanges with peers and teachers. How these exchanges affect learning depends on the nature and quality of these interactions (Swail, 2003). I started out with the premise that students are more motivated to engage in learning if they sense ownership of their social and intellectual involvement. Intuitively I found that using students' perspectives and ideas in shaping their participation makes their involvement more relevant to them. We referred to such experiences as meaningful involvement in learning. However, how to theoretically describe the qualities of meaningful involvement in learning and how they support or constrain learning and study success still needs to be clarified. The focus of this study is to find the (missing) link between daily interactions and study success. The central research question is: How do daily interactions with peers and teachers shape meaningful social and academic involvement to support study success? We conducted four studies to explore this question. The first two studies focus on the missing link between interactions and study success. By linking Tinto's interactional model of social and academic integration (Tinto, 1993) to concepts of meaningful involvement (Ryan & Deci, 2017), we aim to clarify key mechanisms in daily interactions supporting academic success. The third and fourth studies also explore two other avenues related to everyday interactions, namely how technology use in interactions may affect students' integration and sense of belonging on campus and how interactions may shape migrant and international students' inclusion on campus differently compared to students without migration background. All the studies are based on quantitative surveys conducted among college students in the Netherlands. The data for the first three studies were collected through online surveys from undergraduate students at universities of applied sciences. The fourth study used an existing data set (Belonging@VU) from students at a large research university. The findings of the four studies clearly show how students' daily interaction connects to academic success. Quality interactions support students' inclusion, meaningful involvement in learning, and academic success. However, not all students have equal opportunities to establish supportive relationships with peers and staff. Those whose values and practices match with peers and staff are more likely to find supportive relationships and ease their way into college social and intellectual communities, indicating their successful integration into the college community. However, students' integration is an essential first step for involvement in learning, but it does not guarantee study success. To succeed, their involvement in learning must be meaningful to them. It must support the three psychological needs relatedness, autonomy, and competence. This happens when their social interactions support genuine peer relationships (relatedness support), their intellectual exchanges with peers and staff trigger intrinsic involvement in learning (autonomy support), and recognize their intellectual abilities (competence support). Support of psychological needs grows students' autonomous motivation for learning, which indicates how meaningful their formal and informal interactions with peers (social integration) and teachers (academic integration) are to their development in college. But, for students to develop the skills they need to succeed, their formal interactions with peers and teachers must be autonomy and competence supportive. This will boost their sense of competency, making them confident of performing well academically. The increased confidence in their own abilities and autonomous motivation for learning makes students more likely to invest time and effort in developing effective learning strategies and achieve good results, which puts them in control of their learning and academic success.

This paper proposes an alternative method for conducting touchless interaction. Using a magnetometer sensor, we attempt to map some common gestures into something that can be understood by a magnetometer sensor. To demonstrate the concept, an application and a punching game that utilize this principlewere developed. Using the application, usersareable to perform a common swiping gesture using a magnetometer sensor. When the gamedetects a punch gesture, it will respond accordingly. The application was tested and compared against an existing touchless interaction technology. The test results showed that there are some aspects where the magnetometer solution is better compared to the existing solution. This suggests that touchless interaction using magnetometersmight have a promising future.

There is an observed reduction in outdoor play in many parts of the world. Although interactive playgrounds exist that are placed at larger playgrounds, such interactive setups in the close vicinity are not yet omnipresent. In this interactivity contribution we showcase three interactive add-on prototypes for the small local playground equipment, that span a spectrum of opportunities. We include a story-based themed interaction of Dragon School, for instance breathing as a dragon with an echo effect. The second interaction Nuppu is a higher intensity variation of the add-on, where playground equipment have to be 'conquered' by performing the appropriate action (i.e. swinging makes the swing go through a variation of colors). The third interaction Magic Climb, is a more location-specific design for climbing equipment where animal-themed stations are lit up in random order making animal sounds, after the accompanying sound is played they be activated by an action related to that animal such as floating your hand as a bee above a sensor triggering the next sound. Especially for the latter setup, it was easy to come up with different game variations by changing the rules kept by the players but using the same system interaction. However, that idea embodies through its variation a question that becomes more and more important and we want to discuss: How to design for cultivating this type of open-ended play towards others sessions and players in a digital age? As we know open-ended play is a promising endeavor where the activity of coming up with games is part of the game. At the same time we think for children new systems should be able to be used in some form within a short amount of time, and provide enough perspective on how to use them immediately.

Within the context of industry 4.0, this paper studies the influence of interaction technology (Vive controller and Knuckles) on manufacturing assembly procedural training using Virtual Reality. To do so, an experiment with 24 volunteers have been conducted and these participants have been separated in two groups: one using Vive controller and the other using Knuckles. Our conclusions are based on two indicators: Time to realize all tasks and the number of manipulations. This study shows that, after get used to, volunteers using Knuckles are faster than the other group but for some very delicate tasks, they need more manipulations to succeed.

The national recovery and resilience plan overlooks a strategic research field where Italy has a competitive advantage. The national recovery and resilience plan overlooks a strategic research field where Italy has a competitive advantage.

Objective: To explore the effects of the somatosensory interaction technology combined with virtual reality technology on upper limbs function and activities of daily living (ADL) in cerebrovascular disease patients. Methods: Form January, 2019 to December, 2019, 80 cerebrovascular disease patients were recruited, and had been divided into control group (n = 40) and observation group (n = 40), randomly. The control groups received conventional rehabilitation treatment, for 40 minutes per day, while observation group received conventional rehabilitation treatment, for 20 minutes per day, and virtual reality technology treatment, 20 minutes per day, 5 days a week for 4 weeks. Wolf Motor Function Test (WMFT), Fugl-Meyer Assessment-Upper Extremities (FMA-UE) and modified Barthel index (MBI) were used to assess the motor function of the upper limbs and ADL before and after treatment. Results: Before treatment, the scores of WMFT, FMA-UE and MBI were no significant difference between two groups (P > 0.05). The scores improved in both groups after treatment (P < 0.01), and were higher in the observation group than in the control group (P < 0.05). Conclusion: The somatosensory interaction technology combined with virtual reality technology could facilitate to improve the upper limbs function and ADL in cerebrovascular disease patients.

Touchscreen interaction is nearly ubiquitous in today's computing environments. Children have always been a special population of users for new interaction technology: significantly different from adults in their needs, expectations, and abilities, but rarely tailored to in new contexts and on new platforms. Studies of children's touchscreen interaction have been conducted that focus on individual variables that may affect the interaction, but as yet no synthesis of studies replicating similar methodologies in different contexts has been presented. This paper reports the results across five years of focused study in one project aiming to characterize the differences between children's and adults’ physical touchscreen interaction behaviors. Six studies were conducted with over 180 people (116 children) to understand how children touch targets and make onscreen gestures. A set of design recommendations that summarizes the findings across the six studies is presented for reference. This paper makes the entire set available for reference in one place and highlights where the findings are generalizable across platforms. These recommendations can inform the design of future touchscreen interfaces for children based on their physical capabilities. Also, this paper outlines the future challenges and open questions that remain for understanding child-computer interaction on touchscreens.

The interaction technology in general is inseparable from the rapid development of Human-Computer Interaction technology or Human and Computer Interaction. Human and computer mouse interactions are called Virtual Mouse. Virtual mouse is designed for users to be able to interact directly with computers without using input devices such as conventional mice but using their hands as driving objects or using other media such as colors. In this research, testing is done on how to track an object that moves in order to do the mouse by using an intermediary in the form of an image processing-based webcam video that is taken in real-time using object tracking in the form of three color variables arranged based on RGB composition using the optical flow method in detecting its movement. Based on research that has been carried out as a whole the color object used as a pointer controller or mouse with the optical flow method can be detected properly in every condition.

Barcode fusion genetics (BFG) utilizes deep sequencing to improve the throughput of protein-protein interaction (PPI) screening in pools. BFG has been implemented in Yeast two-hybrid (Y2H) screens (BFG-Y2H). While Y2H requires test protein pairs to localize in the nucleus for reporter reconstruction, Dihydrofolate Reductase Protein-Fragment Complementation Assay (DHFR-PCA) allows proteins to localize in broader subcellular contexts and proves to be largely orthogonal to Y2H. Here, we implemented BFG to DHFR-PCA (BFG-PCA). This plasmid-based system can leverage ORF collections across model organisms to perform comparative analysis, unlike the original DHFR-PCA that requires yeast genomic integration. The scalability and quality of BFG-PCA were demonstrated by screening human and yeast interactions for >11,000 protein pairs. BFG-PCA showed high-sensitivity and high-specificity for capturing known interactions for both species. BFG-Y2H and BFG-PCA capture distinct sets of PPIs, which can partially be explained based on the domain orientation of the reporter tags. BFG-PCA is a high-throughput protein interaction technology to interrogate binary PPIs that exploits clone collections from any species of interest, expanding the scope of PPI assays.

With the development of computer science and technology, human-computer interaction technology, as an important branch of computer science and technology, is also widely used in rehabilitation medicine. Therefore, in order to improve the effect of cerebral palsy rehabilitation and promote the application of human-computer interaction technology in the field of cerebral palsy rehabilitation, it is of great significance to study the key technology of human-computer interaction for robot assisted cerebral palsy rehabilitation training system. In this paper, according to the symptoms of spastic cerebral palsy children's language disorders and poor limb motor ability, based on human-computer interaction technology of speech recognition and action recognition, respectively, designed a robot assisted cerebral palsy rehabilitation training system, the system action recognition rate can reach more than 96% success rate, to meet the daily needs.

Haptics has become an important research direction at the present stage. It is an inevitable trend to integrate haptic feedback into human-computer interaction technology in the future. However, traditional contact haptic feedback technology has disadvantages such as fixed equipment and limited space. In order to overcome this difficulty, this paper mainly studies the non-contact haptic feedback, and proposes a virtual bounce system based on ultrasonic haptic. First of all, we analyze the principle of the main modules of the system to provide a theoretical basis for the system design. Secondly, in the design, we combine tactile stimuli with visual stimuli to enhance the visualization and comfort of users during operation. Then, we analyze the performance of the system through experiment. The results show that the virtual bounce system proposed in this paper can free users from the shackles of devices, improve the interaction comfort and immersive experience of users.

In the first two chapters, we introduced you to voice interaction technology and the reasons why some things are harder to get right than others for humans and machines in conversational interactions. Now it’s time to jump in and get your own simple voice-first interaction up and running. You'll stay in the familiar food domain; it’s a convenient test bed for introducing the core concepts—finding a restaurant is probably something you’re familiar with, and it covers many voice-first concepts. The task of finding a restaurant seems simple, but things get complicated fast. When you expand functionality to deal with real users, you’ll stray from the “happy path” quickly, but let’s not worry about real life yet.

Traditional online psychological consultation expert system has low efficiency. It is because of limited human-computer interaction and lack of intelligence. As a result, an expert system for psychological consultation is needed. Therefore, in this paper, we design an online psychological consultation expert system based on human-computer interaction. Using human-computer interaction technology, the basic principles of the system’s design are formulated. The design is used to build a psychological consultation expert system framework suitable for numerous applications. Human-computer interaction knowledge is imported into the system to determine the consultation process based on fuzzy set. To complete the online psychological consultation preset, the adjustment of human-computer interaction accuracy is determined. Moreover, a psychological state of the user in human-computer interaction is achieved using the expression of psychological counseling results. Comparing the simulated psychological consultation process, the results show that the design system is 30% more efficient than the traditional consultation system. The consulting success rate is more than 20%. The comprehensive consultation time is shortened, and its effectiveness is proved.

The security problem of the Internet of things (IOT) system has caused high attention in the information security (IS) industry. This paper studies the IS of the IOT based on perception and interaction technology. In the research, we put forward an IS protection method of the IOT based on the perception and interaction technology, and tested the method and the traditional IS protection method on the industrial IS attack and defense drill platform respectively. The test results show that the response time of the IOT IS measures based on perception and interaction technology proposed in this paper is 27 μs, while the traditional method needs 83 μs. From the perspective of false positive rate (FPR) and false negative rate (FNR), there are obvious differences between them. The FPR and FNR of the traditional method are 12.7% and 7.9% respectively, and the FPR and FNR of the method in this paper are 5.4% and 3.1%. The test results show that the IOT IS protection means based on perception and interaction technology can effectively ensure the IS of the IOT.

Based on the mobile era, with the rapid development of the Internet of Things and artificial intelligence technology, human-computer interaction based on intelligent voice has become one of the main stream in people’s daily life. Taking the intelligent voice interaction technology as a clue, this article first elaborates the practical application of intelligent voice human-computer interaction in smart homes and other daily life fields. After analyzing this, it is found that even intelligent voice has greatly facilitated people Daily life, but there are still shortcomings, that is, the machine cannot efficiently and accurately recognize the language commands given by people, and there is a voice recognition barrier. Secondly, we learned about the DTW algorithm by reading related books and literature, and found that it solves the problem of template matching with different pronunciation lengths, but the recognition efficiency and accuracy are not high, so we propose improvements based on the original intelligent voice interaction technology. The method is to improve the local path restriction and improve the efficiency of the DTW algorithm. The purpose is to make the machine more intelligent, improve its ability to recognize and understand text and language, and achieve barrier-free communication between humans and machines. The research method can provide a feasible reference for the improvement of intelligent voice interaction technology. The advantage is that it not only promotes the development of intelligent voice human-computer interaction, but also ensures that people can have a more intelligent and convenient life.

Traditional certificateless ring signature is not suitable for the network coding environment. In this view, a new certificateless network coding ring signature (CL-NCRS) is devised by using the techniques of multisource network coding and certificateless ring signature. Network coding is a kind of information interaction technology and can improve system robustness and save wireless network resources. CL-NCRS satisfies the unforgeability and unconditional anonymity; moreover, it has relatively higher communication and computational efficiency.

The arrival of the digital era has brought convenience to people’s production. For the art design of film and television (FT) animation, the introduction of advanced digital technology makes the traditional FT animation art better play its artistic, animation and interactive effects. In the digital era, the development and innovation of FT animation art cannot be limited to the creation of FT animation itself, but also to explore the impact of the digital era on the future development of FT animation art, making it a new trend of FT animation art development. The art of FT animation adapts to the development of digital age and matches with advanced digital technology. In China’s FT art, digital media interaction technology is booming and has made breakthroughs in market supply and intelligent technology. However, with the development of new technology, man-machine still faces a series of challenges. Therefore, this paper explores the impact of the digital era on the FT animation art, analyzes the future development direction of the FT animation art, and puts forward the innovative creation mode of the FT animation art in the digital era, so as to provide reference and reference for the digitization of the FT animation art.

Cooperative play means two or more children playing together towards a common goal. From the age of 4-5, children's main interpersonal relationship begins to change from parent-child relationship to peer relationship. Cooperative play can enable children to communicate and cooperate. However, the current games designed for cooperative play are lack of interactivity and playability, which are not conducive to peer communication. Although the appearance of video games solves this problem to some extent, the harm of video games cannot be ignored. The emergence of somatosensory technology provides a new direction for the innovation of children's cooperative play. First, the current children's cooperative games and the analysis of somatosensory technology are introduced. Secondly, a game interaction system framework based on somatosensory technology and traditional cooperative toys is proposed. Finally, through the practice case, the feasibility of new cooperative game interaction mode is explored. The results show that compared with traditional cooperative games, games based on somatosensory interaction technology have the advantages of higher attraction and user satisfaction. This will provide new ideas for the application of somatosensory technology in the field of children's games.

Interaction technology is one of the core technologies of augmented reality. With the maturity of augmented reality hardware technology and the expansion of application field, interaction technology has been paid more attention and development. This paper sorts out the classification methods of interaction technology, focuses on the research status of interaction technology based on computer vision, external devices and multi-modal, as well as the selection of 3D objects, introduces the latest typical application of interaction technology. Finally, the interaction technology is summarized and prospected.

During the last decades, the way people interact with information has drastically changed as a result of the rapid proliferation of new technologies and the arrival of the World Wide Web. This technological evolution has propitiated a transition from physical information objects such as books to their digital and ethereal versions. As a result, an interaction gap between individuals and information objects has emerged. As new technologies appear, alternative possibilities to interact with information can be envisioned, however, little is known about the benefits and costs of such interaction forms (e. g. body-based, virtual and augmented reality, among others). Furthermore, the complexity and cost of conducting studies with technologies such as the above mentioned can be particularly high. To address these problems, we introduce MOTIONS (huMan-infOrmation inTeractION System), a system to conduct evaluations and experiments on human-information interactions with multiple types of interfaces. Additionally, we present a synthesis of case studies conducted using MOTIONS with the aim to compare different types of interactions with digital information objects. On the one hand, these studies demonstrate MOTIONS’ utility as a research tool. On the other hand, results suggest that state-of-the-art interaction technology, while appealing, may not be necessarily cost-effective in terms of performance and user experience. These results shed light not only about potential uses of MOTIONS, but also about design decisions when developing new interfaces to interact with information objects in the digital realm.

With the rapid development of computer hardware technology, scene interaction technology and 3D animation teaching video technology have made great progress, whether it is online games or television works, using 3D animation teaching video technology to create realistic scenes are greatly welcomed. Scene interaction technology is very rich in forms, real-time and interactive can simultaneously bring the audience a variety of perceptual experience. Based on the analysis of the relationship between 3D animation teaching video and scene interaction technology, the application of scene interaction technology in 3D animation teaching video production is discussed.

In the era of mobile Internet, resource interconnection and sharing, group collaboration and cooperation have become the new driving forces for scientific and social development. Visualization and human-computer interaction technology have played an important role in collaborative knowledge dissemination and scientific discovery. In order to fully explore and utilize the value of information resources, data mining technology came into being; the thesis first elaborated on the concept and classification of visual data mining, then discussed some of the main techniques of visual data mining, and finally through a system developed The classic shopping basket analysis problem was discussed with the realization of visual data mining technology.

In order to identify the road slope by leg EMG signal, we use OpenSim to analyze the relationship between ankle movement and calf muscle length; tibialis anterior muscle and gastrocnemius muscle are selected in the EMG signal acquisition test; the EMG signals of chosen muscles are obtained when walking on seven different slope roads; BP neural network is used to identify the signal after time-domain (iEMG, VAR, and RMS) and frequency-domain(MF and MPF) feature analysis. The results show that the EMG signals of tibialis anterior muscle and gastrocnemius muscle can identify the slope of road with an average recognition rate of 87.68%. The results provide a basis for human-computer interaction technology with EMG signal as input.

Human-computer interaction technology has been gradually transferred from computer-centered to user-centered and virtual and real interaction in augmented reality technology is a prominent manifestation. Augmented reality technology is a new technology developed on the basis of virtual reality technology and a new development of virtual reality technology. Augmented reality emphasizes the seamless integration of real world information and virtual world information with real-time interaction. In recent years, with the rapid development of computer graphics and computer vision technology, augmented reality based on computer vision technology has shown great advantages, not only simple equipment, low cost, and can effectively ensure the application of augmented reality real-time, accurate requirements. This paper introduces a series of methods in the interaction of augmented reality technology from four aspects: 3d registration, interactive technology, system development platform and virtual object modeling. This paper mainly introduces several common methods in visual based 3d registration technology and augmented reality interactive system, and finally introduces TARToolKit development platform.

With the development of virtual reality (VR) and human-computer interaction technology, how to use natural and efficient interaction methods in the virtual environment has become a hot topic of research. Gesture is one of the most important communication methods of human beings, which can effectively express users’ demands. In the past few decades, gesture-based interaction has made significant progress. This article focuses on the gesture interaction technology and discusses the definition and classification of gestures, input devices for gesture interaction, and gesture interaction recognition technology. The application of gesture interaction technology in virtual reality is studied, the existing problems in the current gesture interaction are summarized, and the future development is prospected. Keywords: Virtual reality, Gesture interaction, Gesture recognition

For urban residents, a family microgrid system with a household-use power router as the core is studied. This article introduces the control logic and operation mode of the household-type power router. According to the life scene, the interconnection model of three family-based microgrid and community public loads is established and simulated. The analysis results show that the family-based microgrid based on power routers can operate stably, and can ensure uninterrupted power supply to community public loads. It is an effective renewable energy utilization program.

Web assisted online Children's rural intelligent travel framework based on virtual cloud computing and VR is designed in this manuscript. Virtual reality technology refers to the computer, sensor technology, artificial intelligence, multimedia and some other technologies combined to generate general human-computer interaction technology. Based on this technology, this paper proposes the novel rural intelligent travel framework. The green mountains and rivers in the countryside make urban residents yearn endlessly. The data mining, VR and the intelligent system are combined for the systematic design. The experimental results have proven the effectiveness.

The rapid development of mobile multimedia technology provides broader space for improvement of distance teaching system. It is very difficult for the previous multimedia technology to meet people’s requirements for informatization and intelligentization of multimedia teaching. The appearance of Flash technology offers the new thought for multimedia teaching. Flash not just supports image, voice and video, but also owns thorough object-oriented program design and can achieve interaction among multimedia of different types. In this paper, based on functional framework and distance question answering sub-system, multimedia teaching platform for Gymnastics based on Flash was constructed. Besides, the course Gymnastics was taken for example to carry out effect test, in the hope of offering data support for improvement and promotion of multimedia teaching platform and exploiting future potential development direction of network teaching.