Rami Ghannam

Yuanjie Xia, Mohamed Khamis, F. Anibal Fernandez et al.

Contact lenses have traditionally been used for vision correction applications. Recent advances in microelectronics and nanofabrication on flexible substrates have now enabled sensors, circuits and other essential components to be integrated on a small contact lens platform. This has opened up the possibility of using contact lenses for a range of human-machine interaction applications including vision assistance, eye tracking, displays and health care. In this article, we systematically review the range of smart contact lens materials, device architectures and components that facilitate this interaction for different applications. In fact, evidence from our systematic review demonstrates that these lenses can be used to display information, detect eye movements, restore vision and detect certain biomarkers in tear fluid. Consequently, whereas previous state-of the-art reviews in contact lenses focused exclusively on biosensing, our systematic review covers a wider range of smart contact lens applications in HMI. Moreover, we present a new method of classifying the literature on smart contact lenses according to their six constituent building blocks, which are the sensing, energy management, driver electronics, communications, substrate and the interfacing modules. Based on recent developments in each of these categories, we speculate the challenges and opportunities of smart contact lenses for human-machine interaction. Moreover, we propose a novel self-powered smart contact lens concept with integrated energy harvesters, sensors and communication modules to enable autonomous operation. Our review is therefore a critical evaluation of current data and is presented with the aim of guiding researchers to new research directions in smart contact lenses.

Rami Ghannam, Cecilia Chan

A hybrid teaching approach that relied on combining Project Based Learning with Team Based Learning was trialled in an engineering module during the past five years. Our motivation was to expose students to real-world authentic engineering problems and to steer them away from the classical 'banking' approach, with a view to developing their systems engineering skills via deeper and more collaborative learning. Our third year module was called Team Design and Project Skills and was concerned with 320 students dividing themselves in teams to develop a smart electronic system. We reveal module design details and discuss the effectiveness of our teaching approach via analysis of student grades during the past five years, as well as data from surveys that were completed by 68 students. 64% of surveyed students agreed that the module helped broaden their perspective in electronic systems design. Moreover, 84% recognised that this module was a valuable component in their degree programme. Adopting this approach in an engineering curriculum enabled students to integrate knowledge in areas that included control systems, image processing, embedded systems, sensors, as well as team working, decision making, trouble shooting and project planning.

Sara Khosravi, Stuart G. Bailey, Hadi Parvizi et al.

Wearable technologies have traditionally been used to measure and monitor vital human signs for well-being and healthcare applications. However, there is a growing interest in using and deploying these technologies to facilitate teaching and learning, particularly in a higher education environment. The aim of this paper is therefore to systematically review the range of wearable devices that have been used for enhancing the teaching and delivery of engineering curricula in higher education. Moreover, we compare the advantages and disadvantages of these devices according to the location in which they are worn on the human body. According to our survey, wearable devices for enhanced learning have mainly been worn on the head (e.g. eyeglasses), wrist (e.g. watches) and chest (e.g. electrocardiogram patch). In fact, among those locations, head-worn devices enable better student engagement with the learning materials, improved student attention as well as higher spatial and visual awareness. We identify the research questions and discuss the research inclusion and exclusion criteria to present the challenges faced by researchers in implementing learning technologies for enhanced engineering education. Furthermore, we provide recommendations on using wearable devices to improve the teaching and learning of engineering courses in higher education.