Tremor of the upper extremity is a significant cause of disability in some patients with multiple sclerosis. The MS tremor is complex because it contains an ataxic intentional tremor component due to the involvement of the cerebellum and cerebellar outflow pathways by MS plaques, which makes the MS tremor, in general, less responsive to medications or deep brain stimulation than those associated with essential tremor or Parkinson's disease. The cerebellar component has been thought to be the main reason for making (...) DBS less effective, although it is not clear whether it is due to the lack of suppression of the ataxic tremor by DBS or else. The goal of this study was to clarify the effect of DBS on cerebellar tremor compared to non-cerebellar tremor in a patient with MS. By wearing an accelerometer on the index finger of each hand, we were able to quantitatively characterize kinetic tremor by frequency and amplitude, with cerebellar ataxia component on one hand and that without cerebellar component on the other hand, at the beginning and end of the hand movement approaching a target at DBS Off and On status. We found that cerebellar tremor surprisingly had as good a response to DBS as the tremor without a cerebellar component, but the function control on cerebellar tremor was not as good due to its distal oscillation, which made the amplitude of tremor increasingly greater as it approached the target. This explains why cerebellar tremor or MS tremor with cerebellar component has a poor functional transformation even with a good percentage of tremor control. This case study provides a better understanding of the effect of DBS on cerebellar tremor and MS tremor by using a wearable device, which could help future studies improve patient selection and outcome prediction for DBS treatment of this disabling tremor. (shrink)

Preservice teachers' preparedness, perception, and affect toward certain technology systems influence the student acquisition of science knowledge, process skills, teaching innovation, and willingness to use technology in their classroom. The purpose of this study was to explore teachers' affective responses to a virtual reality-enabled scientific experiment system. Fifty-one preservice teachers majoring in educational technology participated in the study. They were divided into two groups, and their reactions were measured separately on two occasions. The first occasion used a standard system following (...) the principle of Donald Norman's affective design model. The VaSE system was then revised with a strict version of ADM before the participants' reactions were measured for a second time. The positive and negative affect scale was utilized for affective state evaluation. Semi-structured interviews that focused on affective experiences were organized using an ADM framework and conducted immediately after the participants used VaSE. The results indicated that the positive affect experienced by the preservice teachers was significantly enhanced, and the negative affect was significantly weakened. Academic level, gender, and prior experience were important random effect factors that impacted the affective experience. It was also revealed that participants were more likely to be affected by immersion and interactivity in terms of enhancing positive affect and were more likely to be affected by behavioral layer elements in terms of weakening negative affect. A conclusion has been drawn to provide theoretical and practical suggestions for training preservice teachers in ways that improve their ability to integrate technology into the classroom. (shrink)