53,763 research outputs found
MobiBits: Multimodal Mobile Biometric Database
This paper presents a novel database comprising representations of five
different biometric characteristics, collected in a mobile, unconstrained or
semi-constrained setting with three different mobile devices, including
characteristics previously unavailable in existing datasets, namely hand
images, thermal hand images, and thermal face images, all acquired with a
mobile, off-the-shelf device. In addition to this collection of data we perform
an extensive set of experiments providing insight on benchmark recognition
performance that can be achieved with these data, carried out with existing
commercial and academic biometric solutions. This is the first known to us
mobile biometric database introducing samples of biometric traits such as
thermal hand images and thermal face images. We hope that this contribution
will make a valuable addition to the already existing databases and enable new
experiments and studies in the field of mobile authentication. The MobiBits
database is made publicly available to the research community at no cost for
non-commercial purposes.Comment: Submitted for the BIOSIG2018 conference on June 18, 2018. Accepted
for publication on July 20, 201
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Augmenting the field experience: a student-led comparison of techniques and technologies
In this study we report on our experiences of creating and running a student fieldtrip exercise which allowed students to compare a range of approaches to the design of technologies for augmenting landscape scenes. The main study site is around Keswick in the English Lake District, Cumbria, UK, an attractive upland environment popular with tourists and walkers. The aim of the exercise for the students was to assess the effectiveness of various forms of geographic information in augmenting real landscape scenes, as mediated through a range of techniques and technologies. These techniques were: computer-generated acetate overlays showing annotated wireframe views from certain key points; a custom-designed application running on a PDA; a mediascape running on the mScape software on a GPS-enabled mobile phone; Google Earth on a tablet PC; and a head-mounted in-field Virtual Reality system. Each group of students had all five techniques available to them, and were tasked with comparing them in the context of creating a visitor guide to the area centred on the field centre. Here we summarise their findings and reflect upon some of the broader research questions emerging from the project
Supporting searching on small screen devices using summarisation
In recent years, small screen devices have seen widespread increase in their acceptance and use. Combining mobility with their increased technological advances many such devices can now be considered mobile information terminals. However, user interactions with small screen devices remain a challenge due to the inherent limited display capabilities. These challenges are particularly evident for tasks, such as information seeking. In this paper we assess the effectiveness of using hierarchical-query biased summaries as a means of supporting the results of an information search conducted on a small screen device, a PDA. We present the results of an experiment focused on measuring users' perception of relevance of displayed documents, in the form of automatically generated summaries of increasing length, in response to a simulated submitted query. The aim is to study experimentally how users' perception of relevance varies depending on the length of summary, in relation to the characteristics of the PDA interface on which the content is presented. Experimental results suggest that hierarchical query-biased summaries are useful and assist users in making relevance judgments
Building distributed heterogeneous smart phone Java applications an evaluation from a development perspective
The advances in mobile phone technology have enabled such
devices to be programmed to run general-purpose applications
using a special edition of the Java programming language. Java is designed to be a heterogeneous programming language targeting different platforms. Such ability when coupled with the provision of high-speed mobile Internet access would open the door for a new breed of distributed mobile applications. This paper explores the capabilities and limitations of this technology and addresses the considerations that must be taken when designing and developing such distributed applications. Our findings are
verified by building a test client-server system where the clients in this system are mobile phones behaving as active processing elements not just mere service requesters
m-Reading: Fiction reading from mobile phones
Mobile phones are reportedly the most rapidly expanding e-reading device worldwide. However, the embodied, cognitive and affective implications of smartphone-supported fiction reading for leisure (m-reading) have yet to be investigated empirically. Revisiting the theoretical work of digitization scholar Anne Mangen, we argue that the digital reading experience is not only contingent on patterns of embodied readerādevice interaction (Mangen, 2008 and later) but also embedded in the immediate environment and broader situational context. We call this the situation constraint. Its application to Mangenās general framework enables us to identify four novel research areas, wherein m-reading should be investigated with regard to its unique affordances. The areas are readerādevice affectivity, situated embodiment, attention training and long-term immersion
Student experiences of technology integration in school subjects: A comparison across four middle schools
This research examined student perspectives on their in-school, subject specific, technology use in four U.S. public schools. Considering studentsā perspectives may provide a significant reframing of adult-created rhetoric of the utopian power of digital technologies for changing teaching and learning. A survey and focus group interviews were administered to 6th and 7th students (n=1,544) in four public middle schools, with varying demographics, that rely on local funding. These four schools revealed moderate use of many well-established digital technologies, such as word processing, presentation software, and quiz games. Students voiced outright hatred for teacher-directed PowerPoint-supported lectures, the most prominent technology activity students experienced, yet reported enjoying creation activities. The students in the rural school with a Hispanic-majority and high economically disadvantaged population reported much lower technology use. Discussion frame the digital inequities in the four schools and emphasizes the need for awareness and inclusion of studentsā digital experiences to form any trajectory toward establishing digital equity and learning in schools
Investigating the contextual requirements of the Juster Scale
Researchers have employed the Juster Scale to collect purchase probability data with notable success. Reviewing the Juster Scale studies, however, has revealed that there is considerable variation in its perĀ¬formance. Some of these variations appeared to be caused by the context in which the Juster Scale has been presented to respondents. This paper discusses three factors that influence the context of the Juster Scale and reports the results of a study that attempted to standardise its contextual requirements.
The results substantiate further the Juster Scale's satisfactory performance in collecting purchase probability data
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Educational Technology Topic Guide
This guide aims to contribute to what we know about the relationship between educational technology (edtech) and educational outcomes by addressing the following overarching question: What is the evidence that the use of edtech, by teachers or students, impacts teaching and learning practices, or learning outcomes? It also offers recommendations to support advisors to strengthen the design, implementation and evaluation of programmes that use edtech.
We define edtech as the use of digital or electronic technologies and materials to support teaching and learning. Recognising that technology alone does not enhance learning, evaluations must also consider how programmes are designed and implemented, how teachers are supported, how communities are developed and how outcomes are measured (see http://tel.ac.uk/about-3/, 2014).
Effective edtech programmes are characterised by:
a clear and specific curriculum focus
the use of relevant curriculum materials
a focus on teacher development and pedagogy
evaluation mechanisms that go beyond outputs.
These findings come from a wide range of technology use including:
interactive radio instruction (IRI)
classroom audio or video resources accessed via teachersā mobile phones
student tablets and eReaders
computer-assisted learning (CAL) to supplement classroom teaching.
However, there are also examples of large-scale investment in edtech ā particularly computers for student use ā that produce limited educational outcomes. We need to know more about:
how to support teachers to develop appropriate, relevant practices using edtech
how such practices are enacted in schools, and what factors contribute to or mitigate against
successful outcomes.
Recommendations:
1. Edtech programmes should focus on enabling educational change, not delivering technology. In doing so, programmes should provide adequate support for teachers and aim to capture changes in teaching practice and learning outcomes in evaluation.
2. Advisors should support proposals that further develop successful practices or that address gaps in evidence and understanding.
3. Advisors should discourage proposals that have an emphasis on technology over education, weak programmatic support or poor evaluation.
4. In design and evaluation, value-for-money metrics and cost-effectiveness analyses should be carried out
Using Adobe Flash Lite on mobile phones for psychological research: reaction time measurement reliability and inter-device variability
Mobile telephones have significant potential for use in psychological research, possessing unique characteristicsānot least their ubiquityāthat may make them useful tools for psychologists. We examined whether it is possible to measure reaction times (RTs) accurately using Adobe Flash Lite on mobile phones. We ran simple and choice RT experiments on two widely available mobile phones, a Nokia 6110 Navigator and a Sony Ericsson W810i, using a wireless application protocol (WAP) connection to access the Internet from the devices. RTs were compared within subjects with those obtained using a Linux-based millisecond-accurate measurement system. Results show that measured RTs were significantly longer on mobile devices, and that overall RTs and distribution of RTs varied across device
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