Sentence examples for the level of embodiment from inspiring English sources

Also the level of embodiment achievable by using extra robotic limbs that do not have a geometry similar to human body remains to be researched.

The experimental results of reaching task indicate that the number of channels and type of feedback is an important factor on the level of embodiment that a supernumerary limb device can achieve in a set amount of time.

We conducted reaching task experiments with and without visual information to evaluate the level of embodiment of the sixth robotic finger and the modification of the self-perception of the finger controlling the system.

We assume that the level of embodiment is directly related to the performance in reaching tasks, via the accuracy of the efferent copy of the body schema of the system user-device.

To identify the level of embodiment, Johnson-Glenberg, Birchfield, Tolentino, and Koziupa (2014) suggested a taxonomy which can be represented through the following three components that we already described above: (1) motoric engagement, (2) gestural congruency, and (3) immersion.

We conducted experiments of a finger reaching task with and without visual feedback from the movement of the ERT in order to evaluate the level of embodiment of ERT.

As a field, we need more methodical descriptors for the levels of embodiment in lessons.

Thus, the gripper design will be modified or optimized, whether at the level of the mechanism embodiment design and/or at the level of the finger profile.

The fourth and highest level of embodiment in learning settings requires learning environments to feature high degrees of bodily movement involving locomotion (Johnson-Glenberg et al., 2014).

Many recent examples of gesture research (e.g. de Koning & Tabbers, 2013; Post, van Gog, Paas, & Zwaan, 2013) would fall into the first or second level of embodiment of Johnson-Glenberg et al.'s (2014) taxonomy.

Finally, it is an open question as to whether the different levels of embodiment, in the sense of the taxonomy suggested by Johnson-Glenberg et al. (2014; Fig. 1), have a corresponding impact on the learning success, so that level 1 embodiment would lead to less learning success than level-4 embodiment, with level-2 and -3 embodiment being between the two extremes.