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Grasping and manipulation with anthropomorphic robotic and prosthetic hands presents a scientific challenge regarding mechanical design, sensor system, and control. Apart from the mechanical design of such hands, embedding sensors needed for closed-loop control of grasping tasks remains a hard problem due to limited space and required high level of integration of different components. In this paper we present a scalable design model of artificial fingers, which combines mechanical design and embedded electronics with a sophisticated multi-modal sensor system consisting of sensors for sensing normal and shear force, distance, acceleration, temperature, and joint angles. The design is fully parametric, allowing automated scaling of the fingers to arbitrary dimensions in the human hand spectrum. To this end, the electronic parts are composed of interchangeable modules that facilitate the echanical scaling of the fingers and are fully enclosed by the mechanical parts of the finger. The resulting design model allows deriving freely scalable and multimodally sensorised fingers for robotic and prosthetic hands. Four physical demonstrators are assembled and tested to evaluate the approach.
Sensors can monitor physical attributes and record multimodal data in order to provide feedback. The application calligraphy trainer, exploits these affordances in the context of handwriting learning. It records the expert’s handwriting performance to compute an expert model. The application then uses the expert model to provide guidance and feedback to the learners.
However, new learners can be overwhelmed by the feedback as handwriting learning is a tedious task. This paper presents the pilot study done with the calligraphy trainer to evaluate the mental effort induced by various types of feedback provided by the application. Ten participants, five in the control group and five in the treatment group, who were Ph.D. students in the technology-enhanced learning domain, took part in the study. The participants used the application to learn three characters from the Devanagari script. The results show higher mental effort in the treatment group when all types of feedback are provided simultaneously. The mental efforts for individual feedback were similar to the control group. In conclusion, the feedback provided by the calligraphy trainer does not impose high mental effort and, therefore, the design considerations of the calligraphy trainer can be insightful for multimodal feedback designers.