Wearable computing can be used to both extend the range of human perception, and to share sensory experiences with others. For this objective to be made practical, engineering considerations such as form factor, computational power, and power consumption are critical concerns. In this work, we consider the design of a low-power visual seeing aid, and how to implement computationally-intensive computational photography algorithms in a small form factor with low power consumption.We present realtime an FPGA-based HDR (High Dynamic Range) video processing and filtering by integrating tonal and spatial information obtained from multiple different exposures of the same subject matter. In this embodiment the system captures, in rapid succession, sets of three exposures, "dark", "medium", and "light", over and over again, e.g. "dark", "medium", "light", "dark", "medium", "light", and so on, at 60 frames per second. These exposures are used to determine an estimate of the photoquantity every 1/60th of a second (each time a frame comes in, an estimate goes out).This allows us to build a seeing aid that helps people see better in high contrast scenes, for example, while welding, or in outdoor scenes, or scenes where a bright light is shining directly into the eyes of the wearer. Our system is suitable for being built into eyeglasses or small camera-based, lifeglogging, or gesturesensing pendants, and other miniature wearable devices, with low-power and compact circuits that can be easily mounted on the body.

Over the years, medical education delivery has seen a change from teacher-centric to student-centric teaching-learning methods. Educators are constantly looking to develop interactive and innovative teaching-learning tools. One such supplementary tool is the use of the quiz for medical education. The Quiz has been used traditionally as a feedback assessment tool, but lately, it has found its way into the medical curriculum, mostly informally. The few available documented studies on the Quiz as a teaching and learning tool illustrate its acceptance and impact on the stakeholders. It could be one of the solutions to the endless search for a student-centric and engaging tool to deliver the medical curriculum. Commonly, the format for medical quiz is either on a case-based or image-based approach. Such an approach helps bridge the gap between traditional classroom teaching and clinical application. The Quiz is a readily acceptable tool that complements didactic lectures and improves students' learning and comprehension. Being an interactive student-centric tool, it enhances active student participation and encourages regular feedback mechanisms. It promotes healthy competition and peer-assisted learning by encouraging active discussion among students, hence improving student performance in standard examination techniques, along with teacher satisfaction. This literature review aims to enumerate the various formats of the Quiz, their role in improving the understanding and retention of knowledge among the students and assess their acceptability among the stakeholders.

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