By Günter Wallner, Simone Kriglstein, Helmut Hlavacs, Rainer Malaka, Artur Lugmayr, Hyun-Seung Yang
This booklet constitutes the refereed complaints of the fifteenth InternationalConference on leisure Computing, ICEC 2016, held in Vienna, Austria, in September 2016.
The sixteen complete papers, thirteen brief papers, and a couple of posters provided have been rigorously reviewed and chosen from forty six submissions. The multidisciplinary nature of leisure computing is mirrored by way of the papers. they're equipped within the following topical sections: video games for wellbeing and fitness, studying, and social switch; use and evaluate of electronic leisure; and leisure technology.
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Extra info for Entertainment Computing - ICEC 2016: 15th IFIP TC 14 International Conference, Vienna, Austria, September 28-30, 2016, Proceedings
Shikine et al. 1. Balance of ﬁnger pressure Studies the scattering in maximum pressure from each ﬁnger when the user puts pressure on all ﬁngers in the simultaneous maximum pressure ﬁnger examination game (b), and standard deviation is calculated from the average pressure of each ﬁnger (5). The value of the standard deviation is then evaluated into one of 5 levels. rﬃﬃﬃﬃﬃﬃﬃﬃﬃﬃﬃﬃﬃﬃﬃﬃﬃﬃﬃﬃﬃﬃﬃﬃﬃﬃﬃﬃﬃﬃﬃﬃﬃﬃﬃﬃﬃ 1 X10 r¼ ð F i lÞ 2 i¼1 10 ð5Þ r: Standard deviation, F1 $ F10 : each ﬁnger pressure (F1 is right thumb, F10 is left pinkie) [N], l: The mean value of each ﬁngers’ maximum pressure [N].
1007/978-3-319-46100-7_3 Game System of Coordination Skills Training for Elderly People 25 motion even in the elderly . However, while there is a need to break down and investigate each aspect of physical movement for the arms and ﬁngers so that the cooperative motion between the two can be trained, as well as for an analysis of how they move cooperatively, this is no easy task. Therefore, it’s very difﬁcult to develop a system that trains for cooperation between them. This paper deﬁnes the cooperative motion of the upper-limbs and ﬁngers based on visual information as upper-limb grasp motion.
In the play sessions students competed against each other and teased each other verbally. This was described by the participants as highly motivating. Direct encouragement. In the ﬁrst play session participants reported to be motivated by a textual app feedback after a match. However, this effect has not been mentioned in later sessions. Focus and engagement. During a match the participants almost did not talk and seemed to be quite focused, especially in the ﬁrst session. As an indicator for engagement, they uttered anger about false answers and cursed from time to time.