Transfemoral amputee often encounters reduced toe clearance resulting in trip-related falls. Swing phase joint angles have been shown to influence the toe clearance therefore, training intervention that targets shaping the swing phase joint angles can potentially enhance toe clearance. The focus of this study was to investigate the effect of the shift in the location of the center of pressure (CoP) during heel strike on modulation of the swing phase joint angles in able-bodied participants (n=6) and transfemoral amputees (n=3). We first developed a real-time CoP-based visual feedback system such that participants could shift the CoP during treadmill walking. Next, the kinematic data were collected during two different walking sessions- baseline (without feedback) and feedback (shifting the CoP anteriorly/posteriorly at heel strike to match the target CoP location). Primary swing phase joint angle adaptations were observed with feedback such that during the mid-swing phase, posterior CoP shift feedback significantly increases (p<0.05) the average hip and knee flexion angle by 11.55 degrees and 11.86 degrees respectively in amputees, whereas a significant increase (p<0.05) in ankle dorsiflexion, hip and knee flexion angle by 3.60 degrees, 3.22 degrees, and 1.27 degrees respectively compared to baseline was observed in able-bodied participants. Moreover, an opposite kinematic adaptation was seen during anterior CoP shift feedback. Overall, results confirm a direct correlation between the CoP shift and the modulation in the swing phase lower limb joint angles.

Virtual Environments (VEs) are on the rise as an instrument in various sectors involving emotional states and educational research. Studies till date have tried to explore the effectiveness of VR in a variety of emotional health interventions, treatment of learning phobias, and providing virtual support to students worldwide. Research has demonstrated that VR immersive environments and VR experiences create a significant impact on the users' psyche. A learning experience is related to the emotional state of the person (O'Regan, K. ( 2003). Therefore, it would be interesting to study the influence of VR experience on the emotional states of the learners. Students around the globe were already struggling with emotional crises even before the pre-covid situation as reported by multiple agencies but now the situation has turned more grievous. Here comes the need for magnified learning experiences in virtual learning environments (VLEs). This study investigates the impact of two different VR-3D learning environments. It draws a comparison between students' emotional states, VR experience, and VR design elements using neurophysiological tools like Galvanic Skin Response (GSR) and self-reporting questionnaires. In the experiment, participants were asked to go through two different VR learning simulations and their physiological responses were recorded for analysis. The two simulations were differentiated based on space and interaction design elements. The study suggests that well-designed Virtual 3D-Environments in an educational setup can help students in reducing stress levels and ways how we can elicit positive emotions and facilitate a better learning experience.

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