Using Augmented Reality as a Medium to Assist Teaching in Higher Education

In this paper we describe the use of a high-level augmented reality (AR) interface for the construction of collaborative educational applications that can be used in practice to enhance current teaching methods. A combination of multimedia information including spatial three-dimensional models, images, textual information, video, animations and sound, can be superimposed in a student-friendly manner into the learning environment. In several case studies different learning scenarios have been carefully designed based on human-computer interaction principles so that meaningful virtual information is presented in an interactive and compelling way. Collaboration between the participants is achieved through use of a tangible AR interface that uses marker cards as well as an immersive AR environment which is based on software user interfaces (UIs) and hardware devices. The interactive AR interface has been piloted in the classroom at two UK universities in departments of Informatics and Information Science

Designing with and for people living with visual impairments: audio-tactile mock-ups, audio diaries and participatory prototyping

© 2015 Taylor & Francis. Methods used to engage users in the design process often rely on visual techniques, such as paper prototypes, to facilitate the expression and communication of design ideas. The visual nature of these tools makes them inaccessible to people living with visual impairments. In addition, while using visual means to express ideas for designing graphical interfaces is appropriate, it is harder to use them to articulate the design of non-visual displays. In this article, we present an approach to conducting participatory design with people living with visual impairments incorporating various techniques to help make the design process accessible. We reflect on the benefits and challenges that we encountered when employing these techniques in the context of designing cross-modal interactive tools

Geometry Appcessory for Visually Impaired Children

Department of Creative Design EngineeringVisually impaired children face challenges in learning spatial contents and materials, such as geometry. While many existing tools, such as string boards, or protractors with physical angle markers, can facilitate learning, these devices are highly specific: they tackle single issues and it can be hard to generalize the knowledge gained from their use into a broad understanding of the topic. This problem contributes to low levels numeracy in visually impaired individuals. Addressing these problems, this research presents Clicks, a digital manipulative product for visually impaired children that supports a range of geometry education tasks and ties physical adjustments to the device to a dynamic digital representation and additional audio feedback. Clicks comprises a construction kit of simple geometric primitives that snap together to produce a range of more complex forms such as lines, angles, triangles and rectangles. When placed on a tablet computer, the geometry of these objects is sensed (via the capacitive touch screen and electrodes embedded in the objects) and audio feedback is provided. This report describes the physical construction of the product and its accessories and use scenario for future software development. After reviewing literature to review to understand first-hand the issues faced in the field of geometry by visually impaired children that makes it their least favorite,. gGoals were set of identify a process that can enable us to make geometric shapes easily. Different methods were prototyped and we settled on a mechanism that uses magnets to join the different pieces together. The downside of the form was that we needed to have fixed lengths for the product and also a limited angle formation. Using this first prototype an interview with a visually impaired instructor was conducted to support formative studies. One of the major feedbacks from this study was that the product should be designed to support easy manipulation of the product as well as the tablet application as the use of technology can be challenging for visually impaired students. Progressing the project further, the form of the product was improved which supported the making of small angles. The introduction of a conductive material around the perimeter also solved our problem of the product being recognized on the tablet, but to reduce cost of product, further iteration of form with mechanism was conducted. A ‘circuit type’ mechanism comprising of a conductive cap linked to a magnet (at one end) and a magnet connected to a rubber foot (at the other end that would be in contact with the tablet surface) with both ends connected by a copper wire was used. When the pieces are joined, it closes the circuit and touching the conductive cap makes the points are recognizableed. The user interaction with the tablet saw the creation of hinged ‘buttons’ on the holder for the tablet to aid navigation of the application. A proposed interface flow of the software was discussed in this report using the Curriculum of Ontario and California Department of Education as reference. A prototype of the software was made with a UX web based tool Proto.io which gives first hand some of the processes of the use of the product.ope

Multisensory Perception and Learning: Linking Pedagogy, Psychophysics, and Human–Computer Interaction

In this review, we discuss how specific sensory channels can mediate the learning of properties of the environment. In recent years, schools have increasingly been using multisensory technology for teaching. However, it still needs to be sufficiently grounded in neuroscientific and pedagogical evidence. Researchers have recently renewed understanding around the role of communication between sensory modalities during development. In the current review, we outline four principles that will aid technological development based on theoretical models of multisensory development and embodiment to foster in-depth, perceptual, and conceptual learning of mathematics. We also discuss how a multidisciplinary approach offers a unique contribution to development of new practical solutions for learning in school. Scientists, engineers, and pedagogical experts offer their interdisciplinary points of view on this topic. At the end of the review, we present our results, showing that one can use multiple sensory inputs and sensorimotor associations in multisensory technology to improve the discrimination of angles, but also possibly for educational purposes. Finally, we present an application, the ‘RobotAngle’ developed for primary (i.e., elementary) school children, which uses sounds and body movements to learn about angles

Design and semantics of form and movement (DeSForM 2006)

Design and Semantics of Form and Movement (DeSForM) grew from applied research exploring emerging design methods and practices to support new generation product and interface design. The products and interfaces are concerned with: the context of ubiquitous computing and ambient technologies and the need for greater empathy in the pre-programmed behaviour of the ‘machines’ that populate our lives. Such explorative research in the CfDR has been led by Young, supported by Kyffin, Visiting Professor from Philips Design and sponsored by Philips Design over a period of four years (research funding £87k). DeSForM1 was the first of a series of three conferences that enable the presentation and debate of international work within this field: • 1st European conference on Design and Semantics of Form and Movement (DeSForM1), Baltic, Gateshead, 2005, Feijs L., Kyffin S. & Young R.A. eds. • 2nd European conference on Design and Semantics of Form and Movement (DeSForM2), Evoluon, Eindhoven, 2006, Feijs L., Kyffin S. & Young R.A. eds. • 3rd European conference on Design and Semantics of Form and Movement (DeSForM3), New Design School Building, Newcastle, 2007, Feijs L., Kyffin S. & Young R.A. eds. Philips sponsorship of practice-based enquiry led to research by three teams of research students over three years and on-going sponsorship of research through the Northumbria University Design and Innovation Laboratory (nuDIL). Young has been invited on the steering panel of the UK Thinking Digital Conference concerning the latest developments in digital and media technologies. Informed by this research is the work of PhD student Yukie Nakano who examines new technologies in relation to eco-design textiles

An aesthetics of touch: investigating the language of design relating to form

How well can designers communicate qualities of touch? This paper presents evidence that they have some capability to do so, much of which appears to have been learned, but at present make limited use of such language. Interviews with graduate designer-makers suggest that they are aware of and value the importance of touch and materiality in their work, but lack a vocabulary to fully relate to their detailed explanations of other aspects such as their intent or selection of materials. We believe that more attention should be paid to the verbal dialogue that happens in the design process, particularly as other researchers show that even making-based learning also has a strong verbal element to it. However, verbal language alone does not appear to be adequate for a comprehensive language of touch. Graduate designers-makers’ descriptive practices combined non-verbal manipulation within verbal accounts. We thus argue that haptic vocabularies do not simply describe material qualities, but rather are situated competences that physically demonstrate the presence of haptic qualities. Such competencies are more important than groups of verbal vocabularies in isolation. Design support for developing and extending haptic competences must take this wide range of considerations into account to comprehensively improve designers’ capabilities

Harnessing Technology: new modes of technology-enhanced learning: a case study series

This report presents the outcomes and conclusions from a series of 18 case studies exploring the innovative use of technology for learning and teaching using new modes of technology