Tangible user interfaces : past, present and future directions

In the last two decades, Tangible User Interfaces (TUIs) have emerged as a new interface type that interlinks the digital and physical worlds. Drawing upon users' knowledge and skills of interaction with the real non-digital world, TUIs show a potential to enhance the way in which people interact with and leverage digital information. However, TUI research is still in its infancy and extensive research is required in or- der to fully understand the implications of tangible user interfaces, to develop technologies that further bridge the digital and the physical, and to guide TUI design with empirical knowledge. This paper examines the existing body of work on Tangible User In- terfaces. We start by sketching the history of tangible user interfaces, examining the intellectual origins of this field. We then present TUIs in a broader context, survey application domains, and review frame- works and taxonomies. We also discuss conceptual foundations of TUIs including perspectives from cognitive sciences, phycology, and philoso- phy. Methods and technologies for designing, building, and evaluating TUIs are also addressed. Finally, we discuss the strengths and limita- tions of TUIs and chart directions for future research

Distributed Learning System Design: A New Approach and an Agenda for Future Research

This article presents a theoretical framework designed to guide distributed learning design, with the goal of enhancing the effectiveness of distributed learning systems. The authors begin with a review of the extant research on distributed learning design, and themes embedded in this literature are extracted and discussed to identify critical gaps that should be addressed by future work in this area. A conceptual framework that integrates instructional objectives, targeted competencies, instructional design considerations, and technological features is then developed to address the most pressing gaps in current research and practice. The rationale and logic underlying this framework is explicated. The framework is designed to help guide trainers and instructional designers through critical stages of the distributed learning system design process. In addition, it is intended to help researchers identify critical issues that should serve as the focus of future research efforts. Recommendations and future research directions are presented and discussed

Reducing the Barrier to Entry of Complex Robotic Software: a MoveIt! Case Study

Developing robot agnostic software frameworks involves synthesizing the disparate fields of robotic theory and software engineering while simultaneously accounting for a large variability in hardware designs and control paradigms. As the capabilities of robotic software frameworks increase, the setup difficulty and learning curve for new users also increase. If the entry barriers for configuring and using the software on robots is too high, even the most powerful of frameworks are useless. A growing need exists in robotic software engineering to aid users in getting started with, and customizing, the software framework as necessary for particular robotic applications. In this paper a case study is presented for the best practices found for lowering the barrier of entry in the MoveIt! framework, an open-source tool for mobile manipulation in ROS, that allows users to 1) quickly get basic motion planning functionality with minimal initial setup, 2) automate its configuration and optimization, and 3) easily customize its components. A graphical interface that assists the user in configuring MoveIt! is the cornerstone of our approach, coupled with the use of an existing standardized robot model for input, automatically generated robot-specific configuration files, and a plugin-based architecture for extensibility. These best practices are summarized into a set of barrier to entry design principles applicable to other robotic software. The approaches for lowering the entry barrier are evaluated by usage statistics, a user survey, and compared against our design objectives for their effectiveness to users

Learning to Singulate Objects using a Push Proposal Network

Learning to act in unstructured environments, such as cluttered piles of objects, poses a substantial challenge for manipulation robots. We present a novel neural network-based approach that separates unknown objects in clutter by selecting favourable push actions. Our network is trained from data collected through autonomous interaction of a PR2 robot with randomly organized tabletop scenes. The model is designed to propose meaningful push actions based on over-segmented RGB-D images. We evaluate our approach by singulating up to 8 unknown objects in clutter. We demonstrate that our method enables the robot to perform the task with a high success rate and a low number of required push actions. Our results based on real-world experiments show that our network is able to generalize to novel objects of various sizes and shapes, as well as to arbitrary object configurations. Videos of our experiments can be viewed at http://robotpush.cs.uni-freiburg.deComment: International Symposium on Robotics Research (ISRR) 2017, videos: http://robotpush.cs.uni-freiburg.d

Experiences on a motivational learning approach for robotics in undergraduate courses

This paper presents an educational experience carried out in robotics undergraduate courses from two different degrees: Computer Science and Industrial Engineering, having students with diverse capabilities and motivations. The experience compares two learning strategies for the practical lessons of such courses: one relies on code snippets in Matlab to cope with typical robotic problems like robot motion, localization, and mapping, while the second strategy opts for using the ROS framework for the development of algorithms facing a competitive challenge, e.g. exploration algorithms. The obtained students’ opinions were instructive, reporting, for example, that although they consider harder to master ROS when compared to Matlab, it might be more useful in their (robotic related) professional careers, which enhanced their disposition to study it. They also considered that the challenge-exercises, in addition to motivate them, helped to develop their skills as engineers to a greater extent than the skeleton-code based ones. These and other conclusions will be useful in posterior courses to boost the interest and motivation of the students.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech