5,129 research outputs found
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 ïŹeld. 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
Investigation and development of a tangible technology framework for highly complex and abstract concepts
The ubiquitous integration of computer-supported learning tools within the educational domain has led educators to continuously seek effective technological platforms for teaching and learning. Overcoming the inherent limitations of traditional educational approaches, interactive and tangible computing platforms have consequently garnered increased interest in the pursuit of embedding active learning pedagogies within curricula. However, whilst Tangible User Interface (TUI) systems have been successfully developed to edutain children in various research contexts, TUI architectures have seen limited deployment towards more advanced educational pursuits.
Thus, in contrast to current domain research, this study investigates the effectiveness and suitability of adopting TUI systems for enhancing the learning experience of abstract and complex computational science and technology-based concepts within higher educational institutions (HEI)s. Based on the proposal of a contextually apt TUI architecture, the research describes the design and development of eight distinct TUI frameworks embodying innovate interactive paradigms through tabletop peripherals, graphical design factors, and active tangible manipulatives. These computationally coupled design elements are evaluated through summative and formative experimental methodologies for their ability to aid in the effective teaching and learning of diverse threshold concepts experienced in computational science.
In addition, through the design and adoption of a technology acceptance model for educational technology (TAM4Edu), the suitability of TUI frameworks in HEI education is empirically evaluated across a myriad of determinants for modelling studentsâ behavioural intention. In light of the statistically significant results obtained in both academic knowledge gain (ÎŒ = 25.8%) and student satisfaction (ÎŒ = 12.7%), the study outlines the affordances provided through TUI design for various constituents of active learning theories and modalities. Thus, based on an empirical and pedagogical analyses, a set of design guidelines is defined within this research to direct the effective development of TUI design elements for teaching and learning abstract threshold concepts in HEI adaptations
Visual and Textual Programming Languages: A Systematic Review of the Literature
It is well documented, and has been the topic of much research, that Computer
Science courses tend to have higher than average drop out rates at third level.
This is a problem that needs to be addressed with urgency but also caution. The
required number of Computer Science graduates is growing every year but the
number of graduates is not meeting this demand and one way that this problem
can be alleviated is to encourage students at an early age towards studying
Computer Science courses.
This paper presents a systematic literature review on the role of visual and
textual programming languages when learning to program, particularly as a first
programming language. The approach is systematic, in that a structured search
of electronic resources has been conducted, and the results are presented and
quantitatively analysed. This study will give insight into whether or not the
current approaches to teaching young learners programming are viable, and
examines what we can do to increase the interest and retention of these
students as they progress through their education.Comment: 18 pages (including 2 bibliography pages), 3 figure
RealitySketch: Embedding Responsive Graphics and Visualizations in AR through Dynamic Sketching
We present RealitySketch, an augmented reality interface for sketching
interactive graphics and visualizations. In recent years, an increasing number
of AR sketching tools enable users to draw and embed sketches in the real
world. However, with the current tools, sketched contents are inherently
static, floating in mid air without responding to the real world. This paper
introduces a new way to embed dynamic and responsive graphics in the real
world. In RealitySketch, the user draws graphical elements on a mobile AR
screen and binds them with physical objects in real-time and improvisational
ways, so that the sketched elements dynamically move with the corresponding
physical motion. The user can also quickly visualize and analyze real-world
phenomena through responsive graph plots or interactive visualizations. This
paper contributes to a set of interaction techniques that enable capturing,
parameterizing, and visualizing real-world motion without pre-defined programs
and configurations. Finally, we demonstrate our tool with several application
scenarios, including physics education, sports training, and in-situ tangible
interfaces.Comment: UIST 202
Interfaces for human-centered production and use of computer graphics assets
L'abstract Ăš presente nell'allegato / the abstract is in the attachmen
ISAR: Ein Autorensystem fĂŒr Interaktive Tische
Developing augmented reality systems involves several challenges, that prevent end users and experts from non-technical domains, such as education, to experiment with this technology. In this research we introduce ISAR, an authoring system for augmented reality tabletops targeting users from non-technical domains. ISAR allows non-technical users to create their own interactive tabletop applications and experiment with the use of this technology in domains such as educations, industrial training, and medical rehabilitation.Die Entwicklung von Augmented-Reality-Systemen ist mit mehreren Herausforderungen verbunden, die Endbenutzer und Experten aus nicht-technischen Bereichen, wie z.B. dem Bildungswesen, daran hindern, mit dieser Technologie zu experimentieren. In dieser Forschung stellen wir ISAR vor, ein Autorensystem fĂŒr Augmented-Reality-Tabletops, das sich an Benutzer aus nicht-technischen Bereichen richtet. ISAR ermöglicht es nicht-technischen Anwendern, ihre eigenen interaktiven Tabletop-Anwendungen zu erstellen und mit dem Einsatz dieser Technologie in Bereichen wie Bildung, industrieller Ausbildung und medizinischer Rehabilitation zu experimentieren
Learning with tangible interfaces
Trabalho apresentado no Ăąmbito do Mestrado em Engenharia InformĂĄtica, como requisito parcial para obtenção do grau de Mestre em Engenharia InformĂĄticaTechnology is an active part of our lives and, without even noticing it, part of our daily activities became dependent on it. For that reason, software constructors began to pay special attention on peopleâs needs and interaction with both hardware and software they must deal with.
Children are an emergent usersâ group, as they are confronted with technology from an early stage of their development. Knowing that children see the world in a different way adults do and havenât got yet the necessary dexterity to interact with some physical devices, special concerns
arise. This happens especially if the application has an educational purpose, because they are more likely to need an extra motivation to use it than adults. Given that, a new subfield of Human-Computer Interaction appeared with special concerns related to childrenâs applications
and how they interact with them: Child-Computer Interaction.
When creating childrenâs technology the concept of ubiquity seems to rise almost naturally.
The idea of children interacting with technology without even noticing it seems perfect. This may be achieved if the interactions are based on everyday objects and actions children are used to.
The purpose of this thesis is to create a tool that enables children to build their own educational games, based on physical objects with which they usually interact. This idea follows a Learning-by-Teaching approach in which children are given the instructorâs role.
Researchers have found that the best way to create childrenâs software is to let them take an active part on the construction process. Bearing that in mind three design sessions were conducted with children, based on the Bluebells Method, so they could give us the insight needed to create an intuitive application.
Finally, usability tests were made to the created prototype in order not only to study itsâ usability but also to understand if childrenâs motivation to create their own game engages them into learning more about the applicationâs subject
Interactive spaces for children: gesture elicitation for controlling ground mini-robots
[EN] Interactive spaces for education are emerging as a mechanism for fostering children's natural ways of learning by means of play and exploration in physical spaces. The advanced interactive modalities and devices for such environments need to be both motivating and intuitive for children. Among the wide variety of interactive mechanisms, robots have been a popular research topic in the context of educational tools due to their attractiveness for children. However, few studies have focused on how children would naturally interact and explore interactive environments with robots. While there is abundant research on full-body interaction and intuitive manipulation of robots by adults, no similar research has been done with children. This paper therefore describes a gesture elicitation study that identified the preferred gestures and body language communication used by children to control ground robots. The results of the elicitation study were used to define a gestural language that covers the different preferences of the gestures by age group and gender, with a good acceptance rate in the 6-12 age range. The study also revealed interactive spaces with robots using body gestures as motivating and promising scenarios for collaborative or remote learning activities.This work is funded by the European Development Regional Fund (EDRF-FEDER) and supported by the Spanish MINECO (TIN2014-60077-R). The work of Patricia Pons is supported by a national grant from the Spanish MECD (FPU13/03831). Special thanks are due to the children and teachers of the Col-legi Public Vicente Gaos for their valuable collaboration and dedication.Pons TomĂĄs, P.; JaĂ©n MartĂnez, FJ. (2020). Interactive spaces for children: gesture elicitation for controlling ground mini-robots. 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Augmented Reality and Robotics: A Survey and Taxonomy for AR-enhanced Human-Robot Interaction and Robotic Interfaces
This paper contributes to a taxonomy of augmented reality and robotics based on a survey of 460 research papers. Augmented and mixed reality (AR/MR) have emerged as a new way to enhance human-robot interaction (HRI) and robotic interfaces (e.g., actuated and shape-changing interfaces). Recently, an increasing number of studies in HCI, HRI, and robotics have demonstrated how AR enables better interactions between people and robots. However, often research remains focused on individual explorations and key design strategies, and research questions are rarely analyzed systematically. In this paper, we synthesize and categorize this research field in the following dimensions: 1) approaches to augmenting reality; 2) characteristics of robots; 3) purposes and benefits; 4) classification of presented information; 5) design components and strategies for visual augmentation; 6) interaction techniques and modalities; 7) application domains; and 8) evaluation strategies. We formulate key challenges and opportunities to guide and inform future research in AR and robotics
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