Factors influencing visual attention switch in multi-display user interfaces: a survey

Multi-display User Interfaces (MDUIs) enable people to take advantage of the different characteristics of different display categories. For example, combining mobile and large displays within the same system enables users to interact with user interface elements locally while simultaneously having a large display space to show data. Although there is a large potential gain in performance and comfort, there is at least one main drawback that can override the benefits of MDUIs: the visual and physical separation between displays requires that users perform visual attention switches between displays. In this paper, we present a survey and analysis of existing data and classifications to identify factors that can affect visual attention switch in MDUIs. Our analysis and taxonomy bring attention to the often ignored implications of visual attention switch and collect existing evidence to facilitate research and implementation of effective MDUIs.Postprin

Smart Classroom User Manual

In 2018, Fort Hays State University began building a prototype for a low-cost, portable smart classroom. This project was a collaboration between the library and the Institute for New Media Studies and was funded by the Institute of Museum and Library Services. This manual assumes that you are working with a smart classroom kit with components that have already been collected and set up, either by you or by an organization or consortium. If you are trying to create a smart classroom kit or set up the smart classroom screens, please consult the Smart Classroom Designs document. If you are trying to display content, create an exhibit, or teach a class in the smart classroom, this user manual is for you

A Tangible Interface for the AMI Content Linking Device -- The Automated Meeting Assistant

In this Paper we describe our approach to support ongoing meetings with an automated meeting assistant. The system based on the AMIDA Content Linking Device aims at providing relevant documents used in previous meetings for the ongoing meeting based on automatic speech recognition. Once the content linking device finds documents linked to a discussion about a similar subject in a previous meeting, it assumes they may be relevant for the current discussion as well. We believe that the way these documents are offered to the meeting participants is equally important as the way they are found. We developed a projection based mixed reality user interface that lets the documents appear on the table tops in front of the meeting participants. They can hand them over to others or bring them onto the shared projection screen easily if they consider them relevant for others as well. Yet, irrelevant documents do not draw too much attention from the discussion. In this paper we describe the concept and implementation of this user interface and provide some preliminary results

Moving From Dumb To Smart Classrooms: Technology Options And Implementation Issues

What are “Smart Classrooms” and why do we need them? What technology components are necessary for a smart classroom, and what are the implementation challenges

An Automated Meeting Assistant: A Tangible Mixed Reality Interface for the AMIDA Automatic Content Linking Device

We describe our approach to support ongoing meetings with an automated meeting assistant. The system based on the AMIDA Content Linking Device aims at providing relevant documents used in previous meetings for the ongoing meeting based on automatic speech recognition. Once the content linking device finds documents linked to a discussion about a similar subject in a previous meeting, it assumes they may be relevant for the current discussion as well. We believe that the way these documents are offered to the meeting participants is equally important as the way they are found. We developed a mixed reality, projection based user interface that lets the documents appear on the table tops in front of the meeting participants. They can hand them over to others or bring them onto the shared projection screen easily if they consider them relevant. Yet, irrelevant documents don't draw too much attention from the discussion. In this paper we describe the concept and implementation of this user interface and provide some preliminary results

Laptops for teachers: An evaluation of the TELA scheme in schools (Years 1 to 3)

The purpose of this evaluation is to investigate the impacts of the Laptops for Teachers Scheme: TELA (referred to from here as the TELA scheme) on teachers’ work over a period of three years (2006, 2007, 2008) and to record emerging changes in laptop use. This evaluation report presents findings from the three annual cycles of national focus groups and questionnaires with Years 1 to 3 teachers in New Zealand primary schools. In this evaluation, two methods of data collection were used: first, three focus groups were held with teachers in face-to-face meetings and second, a questionnaire was sent to teachers in a range of schools. The focus groups allowed teachers to talk about changes in their use of the laptop over the three years. Focus groups were held in the Taranaki, Wellington and Marlborough areas. The questionnaire asked teachers about various aspects of their laptops experience, including school support for laptops, professional development, their use of laptops at home and in school, and their goals for future use. In this final report, questionnaire results are presented together with the results from the focus groups held over three years

SELF-IMAGE MULTIMEDIA TECHNOLOGIES FOR FEEDFORWARD OBSERVATIONAL LEARNING

This dissertation investigates the development and use of self-images in augmented reality systems for learning and learning-based activities. This work focuses on self- modeling, a particular form of learning, actively employed in various settings for therapy or teaching. In particular, this work aims to develop novel multimedia systems to support the display and rendering of augmented self-images. It aims to use interactivity (via games) as a means of obtaining imagery for use in creating augmented self-images. Two multimedia systems are developed, discussed and analyzed. The proposed systems are validated in terms of their technical innovation and their clinical efficacy in delivering behavioral interventions for young children on the autism spectrum