Elektrik Elektronik Mühendisliği Bölümü Koleksiyonu

Permanent URI for this collectionhttps://hdl.handle.net/20.500.11779/1941

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Citation - Scopus: 1
Foundations of Neuroscience-Based Learning
(Springer International Publishing, 2022) Dorantes-Gonzalez, Dante Jorge
Traditional learning and teaching approaches such as problem-based or project-based learning, among others, do not explicitly consider emotional-enhanced learning, which is a well-known driver of engagement leading to long-term memory retention. On the other hand, existing brain-based learning methods do not provide structured and scientifically-based strategies for the formation of the learner’s emotional experience and engagement. The Neuroscience-based Learning (NBL) technique is a novel neuroeducational approach that explains and applies the implicit neurophysiological mechanisms underlying vivid and highly-arousal emotional experiences leading to long-term memory retention. The NBL is devised from a cybernetics and system approach perspective. It starts from the basis of the neurophysiological learning scheme, describing the relationships among the environment and the learner’s internal mental processes ranging from perceptions, comparison with previous experiences and memories, immediate sensations, reactions, emotions, desires, intentions, higher-order cognitive functions, and controlled actions to the environment. The scheme relates memory systems, non-associative and associative learning mechanisms, implicit and explicit learning subsystems, signaling chemicals, and their neural subsystems, as well as identifying the amygdala as a key sensor triggering and modulating implicit learning. The NBL method exposes the triggers for vivid and highly arousal emotional learning: novelty, unpredictability, sense of low control, threat to the ego, avoidance (aversion-mediated learning), and reward (reward-based learning) and devises the principles of NBL toward more didactic applications. The foundations for implementing NBL in education and recommendations for learning during the online and pandemic situations were proposed. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2022.
Citation - Scopus: 1
Mechanical Design of a Haptic Hand Exoskeleton for Tele-Exploration of Explosive Devices
(IEEE, 2023) Dorantes-Gonzalez, Dante Jorge
There are tasks such as remote exploration and manipulation of explosive objects where high dexterity, accuracy, and practicality are necessary. The proposed haptic hand exoskeleton design uses displacement sensors in both flexion-deflection as well as abduction-adduction to replicate the operator's main three fingers' motion and teleoperate a slave robotic hand for disassembling and disposal of explosive objects. The novel design, component selection, and computer-aided design of the haptic virtual prototype were developed and tested.
Parameters Effects Study on Pulse Laser for the Generation of Surface Acoustic Waves in Human Skin Detection Applications
(2015) Chen, Kun; Wu, Sen; Li, Yanning; Li, Tingting; Fu, Xing; Dorantes-Gonzalez, Dante Jorge
Laser-induced Surface Acoustic Waves (LSAWs) has been promisingly and widely used in recent years due to its rapid, high accuracy and non-contact evaluation potential of layered and thin film materials. For now, researchers have applied this technology on the characterization of materials' physical parameters, like Young's Modulus, density, and Poisson's ratio; or mechanical changes such as surface cracks and skin feature like a melanoma. While so far, little research has been done on providing practical guidelines on pulse laser parameters to best generate SAWs. In this paper finite element simulations of the thermos-elastic process based on human skin model for the generation of LSAWs were conducted to give the effects of pulse laser parameters have on the generated SAWs. And recommendations on the parameters to generate strong SAWs for detection and surface characterization without cause any damage to skin are given.
The Tuned Mass Damper as a Subject in Engineering Mechanics Dynamics
(IEEE, 2022) Dorantes-Gonzalez, Dante Jorge
The course of Engineering Mechanics Dynamics is one of the most challenging courses for both mechanical and civil engineering programs, among others. But few universities dare to introduce projects to enhance students' curiosity, interest, and engagement toward engineering by constructing do-it-yourself physical prototypes, making measurements, and calculations to compete for the best performance. The intention of this project is to introduce a complex multiple-degree-of-freedom vibration problem in an easy manner, namely, the topic of a tuned mass damper (TMD) applied to earthquake-like oscillations. This type of projects directly addresses all seven student outcomes recommended by the Accreditation Board of Engineering and Technology (ABET). The project develops critical thinking and inquiry skills by designing and constructing the prototype of a building-like structure and its corresponding TMD; conducting an experiment under certain constraints to test the attenuation after an initial displacement; applying an open-source freeware to plot and measure underdamped oscillations; calculating main vibration parameters; as well as comparing performance results with another teams. Students approach this complex tunning problem by trial-and-error of key TMD parameters, a strategy that sparks fun and gambling to the process and competition for the best performance in attenuation efficiency. Data from direct observation of students' performance, student surveys, reports, presentation videos, office hours, and interviews showed that students enthusiastically responded at all project stages, understood the TMD functioning, and appreciated the value of dynamics in engineering in a more meaningful way than it would be without this type of projects.
Citation - Scopus: 1
Toward a Novel Neuroscience-Based System Approach Integrating Cognitive and Implicit Learning in Education
(Springer Science and Business Media Deutschland GmbH, 2023) Tsvetkova, Nadezhda; Çakar, Tuna; Veledinskaya, Svetlana; Babanskaya, Olesya; Dorantes-Gonzalez, Dante Jorge
Emotional-enhanced learning is a meaningful driver of engagement leading to long-term memory retention in learners, however, traditional approaches such as problem-based learning, and project-based learning, among others, do not consider brain-based learning guidelines concerning learner’s emotional experience design. The Neuroscience-based Learning (NBL) technique is a novel neuro-educational approach that applies the implicit neuro-physiological mechanisms underlying vivid and highly-arousal emotion-al experiences leading to long-term memory retention. The NBL is devised from a cybernetic system point of view, by explaining the novel neuro-physiological learning scheme describing the relation among the environment and the learner’s internal mental processes ranging from perceptions, comparison with previous experiences and memories, immediate sensations and reactions, emotions, desires, intentions, higher order cognitive functions, and controlled actions towards the environment. While explaining biological processes, the scheme also relates the types of memory systems with their non-associative and associative learning mechanisms, and the variables that modulate learning. NBL proposes the triggers for a vivid and highly-arousal emotional learning, which are novelty, unpredictability, sense of low control, threat to ego, avoidance (aversion-mediated learning), and reward (reward-based learning). © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.

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