Mobilizing Skin Care: Measuring and Tracking External Conditions with Light Emitting Diodes

Authors

  • Stephen J McNeill Department of of Communication, Kennesaw State University, USA

DOI:

https://doi.org/10.26417/ejser.v6i2.p17-21

Keywords:

Light emitting diode, near-field communication, UV exposure, biometric user interfaces, wearable technology

Abstract

Light emitting diode (LED) technology allows users to monitor their indoor and outdoor environments while engaged in various tasks. LED has long been touted for its direct benefits to the skin; now, new LED technology is monitoring many external conditions that directly relate to human skin and respiratory health. My Skin Track UV, from La Roche Posay, is an integrated near-field communication (NFC) app. The light emitting diode (LED) acts as a detector to capture UV light. The battery-free, water-proof LED is worn on clothing and the energy is read by transferring data from the sensor to a smartphone via NFC technology. Based on one’s UV exposure and other environmental factors, the app uses a closed-loop, proprietary algorithm to issue a notification when environmental exposure is at a level that contributes to the users’ specific skin concerns. Skin cancer is the most common form of cancer in the United States and is the easiest to prevent. My Skin Track UV measures UVA and UVB exposure, noting the maximum percentage of sun-stock – the recommended maximum daily allowance of UV based on skin tone and the UV index. It also tracks pollen, pollution, temperature, and humidity. This paper discusses application of LED and NFC technology and reviews similar skin care applications and health education, including uses and gratifications. The associated paper features background technological research behind the evolution of smart-phone UV skin monitoring. The paper also includes results from product demonstration.

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Published

2024-03-29

How to Cite

Mobilizing Skin Care: Measuring and Tracking External Conditions with Light Emitting Diodes. (2024). European Journal of Social Science Education and Research, 11(1), 114-121. https://doi.org/10.26417/ejser.v6i2.p17-21