19,832 research outputs found

    Spectators’ aesthetic experiences of sound and movement in dance performance

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    In this paper we present a study of spectators’ aesthetic experiences of sound and movement in live dance performance. A multidisciplinary team comprising a choreographer, neuroscientists and qualitative researchers investigated the effects of different sound scores on dance spectators. What would be the impact of auditory stimulation on kinesthetic experience and/or aesthetic appreciation of the dance? What would be the effect of removing music altogether, so that spectators watched dance while hearing only the performers’ breathing and footfalls? We investigated audience experience through qualitative research, using post-performance focus groups, while a separately conducted functional brain imaging (fMRI) study measured the synchrony in brain activity across spectators when they watched dance with sound or breathing only. When audiences watched dance accompanied by music the fMRI data revealed evidence of greater intersubject synchronisation in a brain region consistent with complex auditory processing. The audience research found that some spectators derived pleasure from finding convergences between two complex stimuli (dance and music). The removal of music and the resulting audibility of the performers’ breathing had a significant impact on spectators’ aesthetic experience. The fMRI analysis showed increased synchronisation among observers, suggesting greater influence of the body when interpreting the dance stimuli. The audience research found evidence of similar corporeally focused experience. The paper discusses possible connections between the findings of our different approaches, and considers the implications of this study for interdisciplinary research collaborations between arts and sciences

    Making a financial time machine:a multitouch application to enable interactive 3-D visualization of distant savings goals

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    Financial planning and decision making for the general public continues to vex and perplex in equal measure. Whilst the tools presented by a typical desktop computer should make the task easier, the recent financial crisis confirms the increasing difficulty that people have in calculating the benefits of deferring consumption for future gains (i.e. Saving). We present an interactive concept demonstration for Microsoft SurfaceTM that tackles two of the key barriers to saving decision making. Firstly we show an interface that avoid the laborious writing down or inputting of data and instead embodies the cognitive decision of allocation of resources in a physical gesture based interface, where the scale of the investment or expenditure correlates with the scale of the gesture. Second we show how a fast-forward based animation can demonstrate the impact of small increments in savings to a long term savings goal in a strategy game-based, interactive format. The platform uses custom software (XNATM format) as opposed to the more usual WPFTM format found on Surface applications. This enables dynamic 3-D graphical icons to be used to maximize the interactive appeal of the interface. Demonstration and test trial feedback indicates that this platform can be adapted to suit the narrative of individual purchasing decisions to inform educate diverse user groups about the long term consequences of small financial decisions

    Materiality and human cognition

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    In this paper, we examine the role of materiality in human cognition. We address issues such as the ways in which brain functions may change in response to interactions with material forms, the attributes of material forms that may cause change in brain functions, and the spans of time required for brain functions to reorganize when interacting with material forms. We then contrast thinking through materiality with thinking about it. We discuss these in terms of their evolutionary significance and history as attested by stone tools and writing, material forms whose interaction endowed our lineage with conceptual thought and meta-awareness of conceptual domains

    Artefact Ecologies: Supporting Embodied Meeting Practices with Distance Access

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    Frameworks such as activity theory, distributed cognition and structuration theory, amongst others, have shown that detailed study of contextual settings where users work (or live) can help the design of interactive systems. However, these frameworks do not adequately focus on accounting for the materiality (and embodiment) of the contextual settings. Within the IST-EU funded AMIDA project (Augmented Multiparty Interaction with Distance Access) we are looking into supporting meeting practices with distance access. Meetings are inherently embodied in everyday work life and that material artefacts associated with meeting practices play a critical role in their formation. Our eventual goal is to develop a deeper understanding of the dynamic and embodied nature of meeting practices and designing technologies to support these. In this paper we introduce the notion of "artefact ecologies" as a conceptual base for understanding embodied meeting practices with distance access. Artefact ecologies refer to a system consisting of different digital and physical artefacts, people, their work practices and values and lays emphasis on the role artefacts play in embodiment, work coordination and supporting remote awareness. In the end we layout our plans for designing technologies for supporting embodied meeting practices within the AMIDA project. \u

    Different Methods of Embodied Cognition in Pedagogy and its Effectiveness in Student Learning

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    The Mathematical Ideas Analysis hypothesizes that abstract mathematical reasoning is unconsciously organized and integrated with sensory-motor experience. Basic research testing movement, language, and perception during math problem solving supports this hypothesis. Applied research primarily measures students’ performance on math tests after they engage in analogous sensory-motor tasks, but findings show mixed results. Sensory-motor tasks are dependent on several moderators (e.g., instructional guidance, developmental stage) known to help students learn, and studies vary in how each moderator is implemented. There is little research on the effectiveness of sensory-motor tasks without these moderators. This study compares different approaches to working with an interactive application designed to emulate how people intrinsically solve algebraic equations. A total of 130 participants (84 females, 54 males) were drawn from a pool of Introductory Psychology students attending San Jose State University. Participants were placed in three different learning environments, and their performance was measured by comparing improvement between a pre-test and a post-test. We found no difference between participants who worked alone with the application, were instructed by the experimenter while using the application, or who instructed the experimenter on how to solve equations using the application. Further research is needed to examine how and whether analogous sensory-motor interfaces are a useful learning tool, and if so, what circumstances are ideal for sensory-motor interfaces to be used

    How the agent’s gender influence users’ evaluation of a QA system

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    In this paper we present the results of a pilot study investigating the effects of agents’ gender-ambiguous vs. gender-marked look on the perceived interaction quality of a multimodal question answering system. Eight test subjects interacted with three system agents, each having a feminine, masculine or gender-ambiguous look. The subjects were told each agent was representing a differently configured system. In fact, they were interacting with the same system. In the end, the subjects filled in an evaluation questionnaire and participated in an in-depth qualitative interview. The results showed that the user evaluation seemed to be influenced by the agent’s gender look: the system represented by the feminine agent achieved on average the highest evaluation scores. On the other hand, the system represented by the gender-ambiguous agent was systematically lower rated. This outcome might be relevant for an appropriate agent look, especially since many designers tend to develop gender-ambiguous characters for interactive interfaces to match various users’ preferences. However, additional empirical evidence is needed in the future to confirm our findings

    Learning and Games

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    Part of the Volume on the Ecology of Games: Connecting Youth, Games, and Learning In this chapter, I argue that good video games recruit good learning and that a game's design is inherently connected to designing good learning for players. I start with a perspective on learning now common in the Learning Sciences that argues that people primarily think and learn through experiences they have had, not through abstract calculations and generalizations. People store these experiences in memory -- and human long-term memory is now viewed as nearly limitless -- and use them to run simulations in their minds to prepare for problem solving in new situations. These simulations help them to form hypotheses about how to proceed in the new situation based on past experiences. The chapter also discusses the conditions experience must meet if it is to be optimal for learning and shows how good video games can deliver such optimal learning experiences. Some of the issues covered include: identity and learning; models and model-based thinking; the control of avatars and "empathy for a complex system"; distributed intelligence and cross-functional teams for learning; motivation, and ownership; emotion in learning; and situated meaning, that is, the ways in which games represent verbal meaning through images, actions, and dialogue, not just other words and definitions

    A close look into the storytelling process: the procedural nature of interactive digital narratives as learning opportunity

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    Differently from traditional narratives, which focus on the output, i.e. the oral or written text, interactive digital narratives provide a more holistic view of the storytelling process, considering as integral part of it the system, the user, the process and the output. In this framework, the procedural nature of IDN as a reactive and generative system becomes prominent. Such an approach is particularly interesting when considering educational appli- cations of IDN and how they can support early literacy practices in pre-and primary school children. Here, we take a close look into the procedural nature of IDN, presenting observations and results from two pilot studies carried out with six to seven-years old children, arguing that interactive digital narratives can provide a window into (i) how the children plan their story, (ii) how, along the storytelling process, the children learn the rules and constraints provided by the IDN system, which they appropriate and incorporate in their storytelling to achieve a certain output, (iii) how the children empathize with the story characters, diving into the story world and (iv) how the system provides opportunities for mediating new knowledge in a meaningful way, which was visible e.g. in the way the children immediately appropriated and used the new conveyed vocabulary.This work has been financed by national funds through the Portuguese Foundation for Science and Technology (FCT) - and by the European Regional Development Fund (ERDF) through the Competitiveness and Internationalization Operational Program under the reference POCI/01/0145/FEDER/032580
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