BackgroundPrevious studies of frequency discrimination training (FDT) for tinnitus used repetitive task-based training programmes relying on extrinsic factors to motivate participation. Studies reported limited improvement in tinnitus symptoms.PurposeTo evaluate FDT exploiting intrinsic motivations by integrating training with computer-gameplay.MethodsSixty participants were randomly assigned to train on either a conventional task-based training, or one of two interactive game-based training platforms over six weeks. Outcomes included assessment of motivation, tinnitus handicap, and performance on tests of attention.ResultsParticipants reported greater intrinsic motivation to train on the interactive game-based platforms, yet compliance of all three groups was similar (∼70%) and changes in self-reported tinnitus severity were not significant. There was no difference between groups in terms of change in tinnitus severity or performance on measures of attention.ConclusionFDT can be integrated within an intrinsically motivating game. Whilst this may improve participant experience, in this instance it did not translate to additional compliance or therapeutic benefit.Trial RegistrationClinicalTrials.gov NCT02095262

Abstract. The L4All system provides an environment for the lifelong learner to access information about courses, personal development plans, recommendation of learning pathways, personalised support for planning of learning, and reflecting on learning. Designed as a web-based application, it offers lifelong learners the possibility to define and share their own timeline (a chronological record of their relevant life episodes) in order to foster collaborative elaboration of future goals and aspirations. A keystone for delivering such functionalities is the possibility for learner to search for 'people like me'. Addressing the fact that such a definition of 'people like me' is ambiguous and subjective, this paper explores the use of similarity metrics as a flexible mechanism for comparing and ranking lifelong learners' timelines.

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Many (2D) Dynamic Geometry Systems (DGSs) are able to export numeric coordinates and equations with numeric coefficients to Computer Algebra Systems (CASs). Moreover, different approaches and systems that link (2D) DGSs with CASs, so that symbolic coordinates and equations with symbolic coefficients can be exported from the DGS to the CAS, already exist. Although the 3D DGS Calques3D can export numeric coordinates and equations with numeric coefficients to Maple and Mathematica, it cannot export symbolic coordinates and equations with symbolic coefficients. A connection between the 3D DGS Calques3D and the CAS Maple, that can handle symbolic coordinates and equations with symbolic coefficients, is presented here. Its main interest is to provide a convenient time-saving way to explore problems and directly obtain both algebraic and numeric data when dealing with a 3D extension of "ruler and compass geometry". This link has not only educational purposes but mathematical ones, like mechanical theorem proving in geometry, geometric discovery (hypotheses completion), geometric loci finding... As far as we know, there is no comparable "symbolic" link in the 3D case, except the prototype 3D-LD (restricted to determining algebraic surfaces as geometric loci).

Abstract. This paper describes the design of the learner modelling component of the LEACTIVEMATH system, which was conceived to integrate modelling of learners' competencies in a subject domain, motivational and affective dispositions and meta-cognition. This goal has been achieved by organising learner models as stacks, with the subject domain as ground layer and competency, motivation, affect and meta-cognition as upper layers. A concept map per layer defines each layer's elements and internal structure, and beliefs are associated to the applications of elements in upper-layers to elements in lower-layers. Beliefs are represented using belief functions and organised in a network constructed as the composition of all layers' concept maps, which is used for propagation of evidence.