scholarly journals A Robust Random Forest-Based Approach for Heart Rate Monitoring Using Photoplethysmography Signal Contaminated by Intense Motion Artifacts

Sensors ◽  
2017 ◽  
Vol 17 (2) ◽  
pp. 385 ◽  
Author(s):  
Yalan Ye ◽  
Wenwen He ◽  
Yunfei Cheng ◽  
Wenxia Huang ◽  
Zhilin Zhang
Keyword(s):  
Heart Rate ◽  
Random Forest ◽  
Motion Artifacts ◽  
Heart Rate Monitoring

scholarly journals Heart rate monitoring via remote photoplethysmography with motion artifacts reduction

2010 ◽  
Vol 18 (5) ◽  
pp. 4867 ◽  
Author(s):  
Giovanni Cennini ◽  
Jeremie Arguel ◽  
Kaan Akşit ◽  
Arno van Leest
Keyword(s):  
Heart Rate ◽  
Motion Artifacts ◽  
Heart Rate Monitoring ◽  
Remote Photoplethysmography ◽  
Artifacts Reduction

Heart Rate Monitoring Using a Slow–Fast Adaptive Comb Filter to Eliminate Motion Artifacts

2016 ◽  
Vol 36 (6) ◽  
pp. 833-842 ◽  
Author(s):  
Cheng-Ta Chuang ◽  
Tom Chang ◽  
Yi-Te Chiang ◽  
Fan-Ren Chang
Keyword(s):  
Heart Rate ◽  
Motion Artifacts ◽  
Comb Filter ◽  
Heart Rate Monitoring

A Robust Heart Rate Monitoring Scheme Using Photoplethysmographic Signals Corrupted by Intense Motion Artifacts

2016 ◽  
Vol 63 (3) ◽  
pp. 550-562 ◽  
Author(s):  
Emroz Khan ◽  
Forsad Al Hossain ◽  
Shiekh Zia Uddin ◽  
S. Kaisar Alam ◽  
Md. Kamrul Hasan
Keyword(s):  
Heart Rate ◽  
Motion Artifacts ◽  
Heart Rate Monitoring ◽  
Monitoring Scheme

Emotional Experiences of Students in the Classroom

2010 ◽  
Vol 15 (2) ◽  
pp. 142-151 ◽  
Author(s):  
Wondimu Ahmed ◽  
Greetje van der Werf ◽  
Alexander Minnaert
Keyword(s):  
Heart Rate ◽  
Emotional Response ◽  
Task Difficulty ◽  
Physiological Reactivity ◽  
Emotional Experiences ◽  
Heart Rate Monitoring ◽  
Coding Scheme ◽  
Stimulated Recall ◽  
Response Systems ◽  
The Relationship

In this article, we report on a multimethod qualitative study designed to explore the emotional experiences of students in the classroom setting. The purpose of the study was threefold: (1) to explore the correspondence among nonverbal expressions, subjective feelings, and physiological reactivity (heart rate changes) of students’ emotions in the classroom; (2) to examine the relationship between students’ emotions and their competence and value appraisals; and (3) to determine whether task difficulty matters in emotional experiences. We used multiple methods (nonverbal coding scheme, video stimulated recall interview, and heart rate monitoring) to acquire data on emotional experiences of six grade 7 students. Concurrent correspondence analyses of the emotional indices revealed that coherence between emotional response systems, although apparent, is not conclusive. The relationship between appraisals and emotions was evident, but the effect of task difficulty appears to be minimal.

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