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Cracking the energy code

Samsung Electronics, UGA to develop new digital health experience

Why do we feel tired and sluggish one day and filled with energy the next?

While there are many factors when it comes to measuring energy levels, users of the upcoming Galaxy Watch may come closer to answering these questions based on their personalized “Energy Score,” a collaborative measurement developed by Samsung and the University of Georgia.

To improve the digital healthcare experience, Samsung Research collaborated with Patrick O’Connor, a professor in the Mary Frances Early College of Education’s Department of Kinesiology, to design a new measurement that records energy as a daily score.

Headshot of Patrick O’Connor, a professor in the Mary Frances Early College of Education’s Department of Kinesiology

Patrick O’Connor, professor in the Department of Kinesiology

Patrick O’Connor, professor in the Department of Kinesiology

While creating an objective measurement of energy is difficult, O’Connor’s extensive research into exercise and psychobiology provides a foundation for identifying relationships between cognitive and physical capacity—two concepts factored into calculating the Energy Score.

Energy is required to sustain both physical and mental activities, and while most existing measurements of energy rely solely on physical aspects, Samsung’s Energy Score also factors in assessments that can influence mental performance such as the amount of sleep an individual obtains at night, as well as its quality based on sensors in the watch.

“The decision on what factors to include in the energy score was influenced by the accuracy of watch sensors combined with findings of our team’s research conducted with the watch and a careful consideration of which variables have been adequately linked to mental or physical performance in the scientific literature,” says O’Connor.

For the study, O’Connor’s team looked at not only cognitive and physical performance in correlation to energy, but also quantified daily variations in several metrics measured by the Galaxy Watch, including physical activity, sleep, heart rate, and heart rate variability—all of which are considered when calculating the Energy Score. Heart rate variability measures variation in the time between heart beats, measured in milliseconds.

His research team conducted experiments that included cognitive tests as well as energy and fatigue symptom self-reports, which found a significant correlation between the Energy Scores generated by Samsung’s models and clinical data collected by O’Connor’s team.

“From a scientific perspective, the Energy Score reflects predicted variation in the ability to perform brief cognitive tests of attention across a day based on objective information obtained from the smart device sensors across multiple prior days,” says O’Connor.

The energy score estimates the amount of activity one can sustain relative to a person’s total capacity, both physically and mentally. If people substantially exceed their typical physical or mental load on one day, their energy is reduced in the short-term.

For instance, if a person typically exercises at low intensity for 30 minutes daily but decides to engage in moderate intensity for more than an hour one day, the wearer’s Energy Score is expected to drop the following day.

However, regular exercise with appropriate rest can gradually enhance overall capacity, potentially resulting in a higher Energy Score for the same workout intensity over time.

In contrast, sleep data primarily contributes to mental capacity and is measured by the duration, timing, and consistency of sleep and wake times, as well as how quickly watch wearers fall asleep.

Heart rate during sleep and heart rate variability during sleep can reflect both physical and mental capacities and can forecast energy by comparing recent measurements to long-term data trends, with the precision of predictions enhanced by analyzing both stable heart rate and heart rate variability during sleep.

In addition to UGA’s research, Samsung employed AI technologies that use factors like age and gender to determine optimal weights for an individual Energy Score. Ultimately, brief daily health suggestions are provided to users based on each day’s Energy Score.

O’Connor’s research—along with Samsung’s AI technologies—aims to enhance the accuracy of each individual Energy Score.

“Through our collaboration with professor O’Connor, we were able to address this challenge in a scientifically meaningful way,” says Lee Yunsu, head of the data intelligence team at Samsung Research. “We will continue to devote our efforts to developing data and AI technologies to ensure that Samsung’s various devices are used more extensively to enhance users’ healthy lives.”

Kathryn Kao

Samsung and the University of Georgia have developed a personalized Energy Score that will be a primary feature of the new Galaxy Watch.

Samsung and the University of Georgia have developed a personalized Energy Score that will be a primary feature of the new Galaxy Watch.

▲ Energy Score provides users with personalized health guidance via friendly, AI-generated messages

▲ Energy Score provides users with personalized health guidance via friendly, AI-generated messages.

▲ Energy Score provides users with personalized health guidance via friendly, AI-generated messages.

▲ Physical and cognitive loads that exceed average levels lead to reduced energy. However, regular exercise can increase energy or help maintain it at a higher average level.

▲ Physical and cognitive loads that exceed average levels lead to reduced energy. However, regular exercise can increase energy or help maintain it at a higher average level.

▲ Physical and cognitive loads that exceed average levels lead to reduced energy. However, regular exercise can increase energy or help maintain it at a higher average level.

▲ Indicators used to calculate the Energy Score. Activity and sleep are primarily associated with physical and mental capacity, respectively, while sleeping heart rate and sleeping heart rate variability are known to be associated with both.

▲ Indicators used to calculate the Energy Score. Activity and sleep are primarily associated with physical and mental capacity, respectively, while sleeping heart rate and sleeping heart rate variability are known to be associated with both.

▲ Indicators used to calculate the Energy Score. Activity and sleep are primarily associated with physical and mental capacity, respectively, while sleeping heart rate and sleeping heart rate variability are known to be associated with both.

Cracking the energy code

Samsung Electronics, UGA to develop new digital health experience

Why do we feel tired and sluggish one day and filled with energy the next?

While there are many factors when it comes to measuring energy levels, users of the upcoming Galaxy Watch may come closer to answering these questions based on their personalized “Energy Score,” a collaborative measurement developed by Samsung and the University of Georgia.

To improve the digital healthcare experience, Samsung Research collaborated with Patrick O’Connor, a professor in the Mary Frances Early College of Education’s Department of Kinesiology, to design a new measurement that records energy as a daily score.

Headshot of Patrick O’Connor, a professor in the Mary Frances Early College of Education’s Department of Kinesiology

Patrick O’Connor, professor in the Mary Frances Early College of Education’s Department of Kinesiology

Patrick O’Connor, professor in the Mary Frances Early College of Education’s Department of Kinesiology

While creating an objective measurement of energy is difficult, O’Connor’s extensive research into exercise and psychobiology provides a foundation for identifying relationships between cognitive and physical capacity—two concepts factored into calculating the Energy Score.

Energy is required to sustain both physical and mental activities, and while most existing measurements of energy rely solely on physical aspects, Samsung’s Energy Score also factors in assessments that can influence mental performance such as the amount of sleep an individual obtains at night, as well as its quality based on sensors in the watch.

“The decision on what factors to include in the energy score was influenced by the accuracy of watch sensors combined with findings of our team’s research conducted with the watch and a careful consideration of which variables have been adequately linked to mental or physical performance in the scientific literature,” says O’Connor.

Screenshot of an energy score taken from Samsung's Galaxy watch.

▲ Energy Score provides users with personalized health guidance via friendly, AI-generated messages.

▲ Energy Score provides users with personalized health guidance via friendly, AI-generated messages.

For the study, O’Connor’s team looked at not only cognitive and physical performance in correlation to energy, but also quantified daily variations in several metrics measured by the Galaxy Watch, including physical activity, sleep, heart rate, and heart rate variability—all of which are considered when calculating the Energy Score. Heart rate variability measures variation in the time between heart beats, measured in milliseconds.

His research team conducted experiments that included cognitive tests as well as energy and fatigue symptom self-reports, which found a significant correlation between the Energy Scores generated by Samsung’s models and clinical data collected by O’Connor’s team.

“From a scientific perspective, the Energy Score reflects predicted variation in the ability to perform brief cognitive tests of attention across a day based on objective information obtained from the smart device sensors across multiple prior days,” says O’Connor.

The energy score estimates the amount of activity one can sustain relative to a person’s total capacity, both physically and mentally. If people substantially exceed their typical physical or mental load on one day, their energy is reduced in the short-term.

For instance, if a person typically exercises at low intensity for 30 minutes daily but decides to engage in moderate intensity for more than an hour one day, the wearer’s Energy Score is expected to drop the following day.

However, regular exercise with appropriate rest can gradually enhance overall capacity, potentially resulting in a higher Energy Score for the same workout intensity over time.

In contrast, sleep data primarily contributes to mental capacity and is measured by the duration, timing, and consistency of sleep and wake times, as well as how quickly watch wearers fall asleep.

Heart rate during sleep and heart rate variability during sleep can reflect both physical and mental capacities and can forecast energy by comparing recent measurements to long-term data trends, with the precision of predictions enhanced by analyzing both stable heart rate and heart rate variability during sleep.

In addition to UGA’s research, Samsung employed AI technologies that use factors like age and gender to determine optimal weights for an individual Energy Score. Ultimately, brief daily health suggestions are provided to users based on each day’s Energy Score.

O’Connor’s research—along with Samsung’s AI technologies—aims to enhance the accuracy of each individual Energy Score.

“Through our collaboration with professor O’Connor, we were able to address this challenge in a scientifically meaningful way,” says Lee Yunsu, head of the data intelligence team at Samsung Research. “We will continue to devote our efforts to developing data and AI technologies to ensure that Samsung’s various devices are used more extensively to enhance users’ healthy lives.”

Kathryn Kao

Female jogger running through campus.

Samsung and the University of Georgia have developed a personalized Energy Score that will be a primary feature of the new Galaxy Watch.

Samsung and the University of Georgia have developed a personalized Energy Score that will be a primary feature of the new Galaxy Watch.

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Photo of College faculty with elementary school students.

Faculty and graduate assistants in the College will introduce the technology and lessons that will meet the computer science learning needs of teachers and their students.

Faculty and graduate assistants in the College will introduce the technology and lessons that will meet the computer science learning needs of teachers and their students.

Powering up STEM

Google, Tides Foundation support rural STEM education

This fall, students and teachers at two Jackson County elementary schools will have the tools to develop computer science skills thanks to support from a $100,000 grant from Google through nonprofit partner the Tides Foundation.

Funding will go toward procuring robots and software for classrooms and providing professional development for teachers at Maysville and South Jackson elementary schools. Faculty and graduate assistants in the Mary Frances Early College of Education will introduce the technology and lessons that will meet the computer science learning needs of teachers and their students.

Professor and department head Roger Hill (left) demonstrates how robotics can be incorporated into the classroom for a group of teachers. 

Professor and department head Roger Hill (left) demonstrates how robotics can be incorporated into the classroom for a group of teachers. 

Professor and department head Roger Hill (left) demonstrates how robotics can be incorporated into the classroom for a group of teachers. 

“At Google, we believe in the power of technology to transform education and create opportunities for all students. We are proud to support this innovative initiative in Jackson County with researchers from the University of Georgia through a $100,000 grant from Google,” says Lilyn Hester, head of external affairs and government relations at Google. “We look forward to seeing the positive impact this project will have on the lives of young learners in rural communities.”

The project will build upon 15 years of work between the College of Education and Jackson County Schools to incorporate science, technology, engineering and mathematics (STEM) skills, and curricula at various grade levels. Prior projects targeted third through fifth graders in the district; now, early learners in kindergarten through second grade will be introduced to these recently embedded skills in the Georgia Standards of Excellence.

“Jackson County Schools is thrilled to extend its partnership with the University of Georgia to further the integration of coding and robotics within science and math,” says Amity Hardegree, assistant superintendent of teaching and learning at Jackson County Schools.

“We recognize the broad applicability of computational thinking and engineering skills beyond coding and robotics and the ways in which they support critical thinking and problem-solving across all academic areas. Supporting the work of our early elementary teachers to integrate these skills within science and math is critical to building a foundation for our continued work with the university to build on these areas in our upper grades.”

According to research by faculty in the College, students often determine they are not good at math or science by middle school.

“Looking at where that confidence in STEM subjects occurs, and how a person gets to a decision point on their interests by the seventh grade, the obvious answer is elementary school,” says Roger Hill, head of the Department of Mathematics, Science, and Social Studies Education and professor in the Department of Workforce Education and Instructional Technology. “We focus on elementary school for that reason, to try to make some systemic changes that will provide strong, rich learning opportunities in science, technology, engineering and mathematics in those grades.”

Photo of elementary school students engaging in STEM activity.

Providing all students with the opportunity to build computer science skills early in their academic careers could encourage them to continue taking STEM courses throughout their schooling.

Providing all students with the opportunity to build computer science skills early in their academic careers could encourage them to continue taking STEM courses throughout their schooling.

Providing all students with the opportunity to build computer science skills early in their academic careers could encourage them to continue taking STEM courses throughout their schooling. It also enables teachers to enhance their lessons with STEM concepts as well as incorporate these skills into other content areas, such as English and social studies.

“We are grateful to Google and the Tides Foundation for enabling us to expand our long-standing partnership with Jackson County Schools to enhance STEM education for their youngest learners,” says Denise Spangler, dean of the UGA Mary Frances Early College of Education. “This project provides a wonderful opportunity for teachers to gain experience with new tools and curriculum materials to support young children in developing their skills, knowledge and self-confidence in STEM areas, which will hopefully lead to persistence in these subjects.”

Anika Chaturvedi

Photo of students in a robotics lab.

Funding will go toward procuring robots and software for classrooms and providing professional development for teachers at Maysville and South Jackson elementary schools. 

Funding will go toward procuring robots and software for classrooms and providing professional development for teachers at Maysville and South Jackson elementary schools. 

Support with a side of pizza

MEN in Education Network fosters camaraderie among male students, educators 

Meeting over pizza dinners, the MEN in Education Network (MEN) gathers Mary Frances Early College of Education students and faculty with teachers and school administrators to share tips, resources, and experiences as men working in education. 

Headshot of Bob Capuozzo, a clinical associate professor in the Department of Educational Theory and Practice

Bob Capuozzo, clinical associate professor in the Department of Educational Theory and Practice

Bob Capuozzo, clinical associate professor in the Department of Educational Theory and Practice

Created by Bob Capuozzo, a clinical associate professor in the Department of Educational Theory and Practice, the group aims to support an underrepresented group in education by connecting male students and male educators. Capuozzo cited male educator interest groups he is part of as a basis for creating MEN, as well as the stigmas surrounding being a male educator of young children.

“It’s difficult for a guy to choose to become a teacher. For someone to enroll in elementary education, they might get a lot of flack from their buddies on campus or their families, like, ‘why does my son want to be a teacher of kindergarteners?’” Capuozzo says. 

The inaugural meeting took place in March 2020, days before the COVID-19 pandemic shifted classes online, and provided an informal environment for students to introduce themselves and share their stories. The group reconvened its dinners in October 2023, meeting twice in the fall semester and three times in the spring 2024 semester at different pizza restaurants across Athens.

The group connected undergraduate students in the College of Education enrolled in different sections of the same classes who may not have crossed paths otherwise.

 “As one of the two males in my cohort, this group has provided a supportive and inclusive community,” says Olante Douglas (B.S.Ed. ’24), an elementary education major in the College. “It allows me to connect with others in education who share similar experiences and challenges.”

Graduate students in the College, including international students from Ghana, Pakistan, and South Korea, also found community in the group. For doctoral students with classroom teaching experience, meetings provide an opportunity to share insight into classroom management, teaching strategies, and pursuing graduate school with undergraduate students in the early stages of their teaching careers.

“I participated in this group at the University of Georgia because my life has been closely connected with these groups both in Korea and the U.S. Without these groups, I could not manage my career in early childhood education,” says Shinho Kim (Ph.D. ’24).

Along with students, Capuozzo invites a teacher or administrator to join each gathering to share tips on topics such as working in the summer as a teacher, or the path that led them to becoming a principal. Clarke County School District educators who joined past meetings include Timothy Pritchett, a fifth-grade teacher at Barnett Shoals Elementary, Joseph Ravenell, a fourth-grade teacher at Whitehead Road Elementary, and Matthew Snow, principal of Johnnie Lay Burks Elementary.

In the upcoming academic year, MEN will receive funding from the UGA Parents Leadership Council to support the organization’s efforts. Though most attendees are in the elementary education program, Capuozzo says the group welcomes men in any teaching field—it already happened on one occasion, when a student in the special education program came to one of the meetings. 

“It just felt like he got something out of it, like he needed to talk and be heard,” Capuozzo says. “So I’m totally open to that in the future.”

Anika Chaturvedi

Photo of MEN members.

Members of the MEN in Education Network gather with teachers and school administrators to share tips, resources, and experiences as men working in education. 

Members of the MEN in Education Network gather with teachers and school administrators to share tips, resources, and experiences as men working in education. 

Photo of MEN members.

Members of the MEN in Education Network gather with teachers and school administrators to share tips, resources, and experiences as men working in education. 

Members of the MEN in Education Network gather with teachers and school administrators to share tips, resources, and experiences as men working in education. 

Photo of Kristen Sayeski at the Schenck School in Atlanta.

Associate professor Kristin Sayeski (left), along with co-principal investigator and assistant professor Kelly Williams, will examine the impact of the program on teacher candidates.

Associate professor Kristin Sayeski (left), along with co-principal investigator and assistant professor Kelly Williams, will examine the impact of the program on teacher candidates.

Photo of UGA students tutoring elementary students at the Schenck School in Atlanta.

UGA students helped pupils at the Schenck School develop both their reading and language comprehension, spending about an hour on phonics instruction, spelling, and word recognition.

UGA students helped pupils at the Schenck School develop both their reading and language comprehension, spending about an hour on phonics instruction, spelling, and word recognition.

Photo of UGA students tutoring elementary students at the Schenck School in Atlanta.

UGA students helped pupils at the Schenck School develop both their reading and language comprehension, spending about an hour on phonics instruction, spelling, and word recognition.

UGA students helped pupils at the Schenck School develop both their reading and language comprehension, spending about an hour on phonics instruction, spelling, and word recognition.

Photo of UGA students tutoring elementary students at the Schenck School in Atlanta.

UGA students helped pupils at the Schenck School develop both their reading and language comprehension, spending about an hour on phonics instruction, spelling, and word recognition.

UGA students helped pupils at the Schenck School develop both their reading and language comprehension, spending about an hour on phonics instruction, spelling, and word recognition.

Photo of UGA students tutoring elementary students at the Schenck School in Atlanta.

This past summer, 10 students in the College provided high-quality reading interventions for over 30 students in grades 1-3 in the Atlanta area.

This past summer, 10 students in the College provided high-quality reading interventions for over 30 students in grades 1-3 in the Atlanta area.

A win-win situation

UGA-Schenck School partnership enhances early literacy, teacher preparation

It’s a mutually beneficial partnership—young pupils receive free tutoring for four weeks during the summer, while students at the University of Georgia receive hands-on clinical training in early literacy interventions for children with reading difficulties and disabilities.

In collaboration with the Schenck School/ReadSource in Atlanta, 10 students in the Mary Frances Early College of Education provided high-quality reading interventions for over 30 students in grades 1-3 in the Atlanta area.

Headshot of Kristin Sayeski, associate professor in the Department of Communication Sciences and Special Education

Kristin Sayeski, associate professor in the Department of Communication Sciences and Special Education

Kristin Sayeski, associate professor in the Department of Communication Sciences and Special Education

“We have two goals for the project, and one is to enhance the training of students who are going through our Dyslexia Endorsement and Certificate program,” says Kristin Sayeski, associate professor in the Department of Communication Sciences and Special Education. “The other aim is to improve literacy outcomes in young children with reading disabilities.”

Funded by the Sandra Dunagan Deal Center for Early Language and Literacy, the project also serves as a research study that will assess early literacy and language outcomes of student participants in a variety of skills, including reading, spelling, vocabulary, and writing.

Additionally, Sayeski, along with co-principal investigator and assistant professor Kelly Williams, will examine the impact of the program on teacher candidates.

“Most of these young kids either have a diagnosis of dyslexia, or they’ve already been identified as at risk and are struggling with learning to read,” says Sayeski. “As such, the most exciting part of this project is to see the translation of what our dyslexia endorsement students have been learning in our program and then getting to see them implement and practice with young students in real time.”

In addition to the endorsement’s curricula and coursework, remediation specialists from ReadSource—a non-profit organization founded by the Schenck School—partnered with UGA to provide three days of intensive training and coaching to UGA students, offering them further instruction on how to work with children on literacy and comprehension.

“Although the program is only for June, I hope that the children participating in the UGA-Schenck Summer Literacy Program will progress in their ability to decode and encode words and feel successful when they read and write,” says Jen Burch, director of academic programs at the Schenck School/ReadSource.

Practice makes perfect

Elementary education student Anna Boswell (B.S.Ed. ’23, M.Ed. ’24) and special education student Victoria Vesely (B.S.Ed. ’24, M.Ed. ’26) share a passion for reading, literacy, and helping students learn new concepts.

As participants of the summer literacy program, Boswell and Vesely received hands-on training in high-quality reading instruction and intervention for children with reading and learning disabilities.

“Tutoring young students as part of this partnership has drastically increased my hands-on knowledge of the structured literacy method,” says Vesely. “Working with a ReadSource specialist has helped me to ensure that I’m making the best decisions for my students’ learning. They not only want students to succeed in literacy acquisition, but they also want me to succeed in my own goals to become the best educator I can be.”

UGA students are focused on helping pupils develop both their reading and language comprehension, spending about an hour on phonics instruction, spelling, and word recognition. Code-based skills help students master the mechanics of reading, including the ability to automatically match letters to their respective sounds when reading.

“In just a few weeks, I have seen students make great progress from receiving explicit instruction in decoding and language comprehension,” says Boswell. “Learning how to teach students and receiving feedback and professional development from trained specialists added so much to my ability to teach structured literacy lessons.”

The second and final hour of tutoring is spent on reading and discussing fables, during which students practice their handwriting and vocabulary, as well as sentence-level writing. Some of these fables include, “The Boy Who Cried Wolf,” “The Milkmaid and Her Pail,” “The Goose that Laid the Golden Eggs,” and more.

“This program is a win-win,” says Burch. “Not only are the children building confidence and becoming more motivated to read independently, but the UGA students facilitating the tutoring sessions are applying what they have been taught in their classes and are gaining valuable practical experience in the classroom which they would not otherwise have received.”

Kathryn Kao

Dyslexia endorsement, certificate program receives accreditation

The Dyslexia Endorsement and Certificate program at the University of Georgia was recently accredited by the International Dyslexia Association (IDA).

Since its founding in 2016, UGA’s Dyslexia Endorsement and Certificate program—housed in the Department of Communication Sciences and Special Education—has attracted and prepared hundreds of teacher candidates and practicing teachers from a range of fields.

“Program completers consistently comment on how powerful and impactful the training is in transforming their knowledge, confidence, and capacity to plan and deliver effective reading instruction,” says Sayeski. “It has been a pleasure to provide that offering to so many students from across the College and University.”

Accreditation from IDA is an external sign that the certificate program meets or exceeds the association’s expectation for the effective delivery of literacy-related instruction. UGA is one of only a handful of public universities accredited by IDA, and the only university in the state to offer an accredited program.

Photo of UGA students tutoring elementary students at the Schenck School in Atlanta.

UGA is one of only a handful of public universities accredited by IDA, and the only university in the state to offer an accredited program.

UGA is one of only a handful of public universities accredited by IDA, and the only university in the state to offer an accredited program.

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