AIREAL Sodhi, Rajinder; Poupyrev, Ivan; Glisson, Matthew ...
ACM transactions on graphics,
07/2013, Letnik:
32, Številka:
4
Journal Article
Recenzirano
AIREAL is a novel haptic technology that delivers effective and expressive tactile sensations in free air, without requiring the user to wear a physical device. Combined with interactive computers ...graphics, AIREAL enables users to feel virtual 3D objects, experience free air textures and receive haptic feedback on gestures performed in free space. AIREAL relies on air vortex generation directed by an actuated flexible nozzle to provide effective tactile feedback with a 75 degrees field of view, and within an 8.5cm resolution at 1 meter. AIREAL is a scalable, inexpensive and practical free air haptic technology that can be used in a broad range of applications, including gaming, mobile applications, and gesture interaction among many others. This paper reports the details of the AIREAL design and control, experimental evaluations of the device's performance, as well as an exploration of the application space of free air haptic displays. Although we used vortices, we believe that the results reported are generalizable and will inform the design of haptic displays based on alternative principles of free air tactile actuation.
Augmented reality (AR) has recently received a lot of attention in education. Multiple AR systems for learning have been developed and tested through empirical studies often conducted in lab ...settings. While lab studies can be insightful, they leave out the complexity of a classroom environment. We developed three AR learning environments that have been used in genuine classroom contexts, some of them being now part of classroom regular practices. These systems and the learning activities they provide have been co-designed with teachers, for their own classrooms, through multiple cycles of prototyping and testing. We present here the features that emerged from these co-design cycles and abstract them into design principles.
► Classroom dynamics must be considered when designing learning systems for classrooms. ► We provide 5 design principles to create learning systems for the classroom. ► We illustrate the five design principles on three systems used in classrooms.
The theory of embodied cognition can provide HCI practitioners and theorists with new ideas about interaction and new principles for better designs. I support this claim with four ideas about ...cognition: (1) interacting with tools changes the way we think and perceive -- tools, when manipulated, are soon absorbed into the body schema, and this absorption leads to fundamental changes in the way we perceive and conceive of our environments; (2) we think with our bodies not just with our brains; (3) we know more by doing than by seeing -- there are times when physically performing an activity is better than watching someone else perform the activity, even though our motor resonance system fires strongly during other person observation; (4) there are times when we literally think with things. These four ideas have major implications for interaction design, especially the design of tangible, physical, context aware, and telepresence systems.
REVEL Bau, Olivier; Poupyrev, Ivan
ACM transactions on graphics,
07/2012, Letnik:
31, Številka:
4
Journal Article
Recenzirano
REVEL is an augmented reality (AR) tactile technology that allows for change to the tactile feeling of real objects by augmenting them with virtual tactile textures using a device worn by the user. ...Unlike previous attempts to enhance AR environments with haptics, we neither physically actuate objects or use any force- or tactile-feedback devices, nor require users to wear tactile gloves or other apparatus on their hands. Instead, we employ the principle of reverse electrovibration where we inject a weak electrical signal anywhere on the user body creating an oscillating electrical field around the user's fingers. When sliding his or her fingers on a surface of the object, the user perceives highly distinctive tactile textures augmenting the physical object. By tracking the objects and location of the touch, we associate dynamic tactile sensations to the interaction context. REVEL is built upon our previous work on designing electrovibration-based tactile feedback for touch surfaces Bau, et al. 2010. In this paper we expand tactile interfaces based on electrovibration beyond touch surfaces and bring them into the real world. We demonstrate a broad range of application scenarios where our technology can be used to enhance AR interaction with dynamic and unobtrusive tactile feedback.
Interaction is critical for data analysis and sensemaking. However, designing interactive physicalizations is challenging as it requires cross-disciplinary knowledge in visualization, fabrication, ...and electronics. Interactive physicalizations are typically produced in an unstructured manner, resulting in unique solutions for a specific dataset, problem, or interaction that cannot be easily extended or adapted to new scenarios or future physicalizations. To mitigate these challenges, we introduce a computational design pipeline to 3D print network physicalizations with integrated sensing capabilities. Networks are ubiquitous, yet their complex geometry also requires significant engineering considerations to provide intuitive, effective interactions for exploration. Using our pipeline, designers can readily produce network physicalizations supporting selection-the most critical atomic operation for interaction-by touch through capacitive sensing and computational inference. Our computational design pipeline introduces a new design paradigm by concurrently considering the form and interactivity of a physicalization into one cohesive fabrication workflow. We evaluate our approach using (i) computational evaluations, (ii) three usage scenarios focusing on general visualization tasks, and (iii) expert interviews. The design paradigm introduced by our pipeline can lower barriers to physicalization research, creation, and adoption.
Abstract
We present and discuss the concept ‘narrating by doing’ as the process of creating narratives by performing different embodied actions with tangible interfaces for storytelling. We ...characterize it as a ‘bridging concept’ that can facilitate exchange between theory and design, informing research and design of TUIs for storytelling targeting young children. The concept builds on theories of cognition, learning and narration, specifically drawing upon the following perspectives: Constructionism, Socio-Constructivism, Embodied Cognition, Narratology and The Narrative Practice Hypothesis. Building upon these theoretical foundations, we identify and discuss four ‘design articulations’ (i.e. important parameters that express the qualities of the concept), namely communicative situation, narrative function of the tangible objects, collaborative and embodied actions and the narrator’s position. Finally, we add evidence to the concept and discuss its productiveness by presenting a set of considerations to inform the design of tangible interfaces for storytelling.
The evolution in user interfaces has shown a trend in the use of tangible interfaces, especially those that promote a sensory experience. The use of this type of resource is interesting in different ...contexts, among which are the scenarios where the sensory aspect is decisive for interaction, such as in the use of assistive technologies. This study aims to present the results of a research project, which had the main goal to promote the play of children with Cerebral Palsy (CP), using a multisensory device as the main element in games proposed at children with CP. CP refers to a series of clinical syndromes characterized by motor disorders and permanent postural changes that may or may not be associated with cognitive dysfunction and speech disorders. Due to the restricted motor condition, involvement in games and play becomes difficult for children with CP. The challenge is to address the use of assistive technologies, through a multisensory robotic device, in the development of interactive games for children with PC. The use of a robotic device allows the manipulation of the ball remotely, which is useful for children with physical disabilities, proving to be a feasible alternative to promote playing children with CP.
•Children adopt different roles in the process of collaboratively resolv a game.•Learning social skills is an important part of the socialisation process of children.•By understanding how children ...interact with the environment and persons within that environment, we can understand how the environment promotes children’s learning and development.•In a group activity, each individual works differently according to his or her objectives, skills and knowledge about the task.•Tangible interfaces are suitable for addressing learning and fun collaborative tasks.
Learning social skills is an important part of the socialisation process of children, which should occur at school, at home and in any place where children live. There are very few studies on social interaction and collaboration roles with 3–4 year old. In this paper, we aim to understand collaboration in young children to help them develop their social skills and improve their overall development. To get this, we have designed an observational experiment to monitor and characterise group activity and roles, mediated by technology and using data mining techniques.
First, we have designed a game as a free-play situation where the conditions require interplay of three children with toys and among interaction among peers. Children interacts with game through tangible toys. The environment collects accurate data on children’s actions automatically and non-intrusively. We also consider other data from direct observation by psychologists and educators. Then, we have organised a study for groups(triads) of 3 to 4-year-old children playing with this game. We analyse data from 81 children (51.9% boys and 48.1% girls) in groups of three randomly selected.
The work proposes a set of actions in the game and from them a set of indicators, which are used as intermediate measures of observation to analyse the playing process. Social interaction is characterised in 5 levels: Coordination, Cooperation, Collaboration, Troubled and Unproductive; and five roles: Saboteur, Missing, Explorer, Actor, Collaborator and Director. We found that children interact socially, engage in play, help each other and mostly reach the level of collaboration. There are minority cases of non-cooperation (Troubled or Unproductive), with conflict situations or trial and error solving processes, which cause the task to last a long time before it is finally finished. We have also found that children can adopt different roles in the group. Occasionally, there are cases of children who act as conductors, organising the work while others follow.
This work provides a contribution for teachers and educators in the preschool classroom, relating to social interaction. It tells us that young children can play in randomly organised groups, collaborate and take roles, help their peers and learn to do so in classroom games. It shows a learning situation that can serve as an example of how to conduct technology-mediated activities in the classroom to promote social interaction among children in an effective, engaging and motivating way.
This paper presents the architecture of a Web app designed to deliver personalized content to museum visitors both indoors and outdoors. The app uses a tangible type of interface to obtain ...information about the museum's exhibits. For this purpose, each exhibit can be associated with an NFC tag, a Bluetooth Low Energy (BLE) beacon or a geofence in open-air museums. The service automatically profiles its users based on statistics about the preferred type of exhibits, media formats and time spent viewing each exhibit. Visitors can get the information they want about an exhibit even when the app is not running. Push notifications are used for this purpose. The necessary experiments have been conducted to prove the applicability of the service for real-time delivery of personalized content.
In this article, we investigate whether and how a purposely built digital tabletop musical instrument (DTMI) can help groups of novices and casual users to explore music composition. Working together ...in small groups around the DTMI, our participants explored how the musical concepts of melodic similarity and contrast can convey narrative through musical structure. We build on our previous work that investigated a one-to-one learner–tutor scenario and expanded it to groups of peers. Similarly to our previous study, we adopted an exploratory and primarily qualitative approach, involving 24 participants divided into eight groups of three each, sampled from the general population via flyers and word of mouth. We structured the sessions as a series of open-ended discussions of the notions of similarity and contrast, starting from a general point of view, leading up to the task of inventing a short story and composing a melody to describe it. Although the two studies may appear superficially similar, the group element represents a fundamental difference, as we found. The combination of technology and group setting was instrumental in helping less experienced participants discuss music with more experienced participants by using a simplified yet expressive representation of music that could be used to discuss complex aspects of melody and composition.
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