Attention-Aware Disparity Control in interactive environments

Cataloged from PDF version of article.Our paper introduces a novel approach for controlling stereo camera parameters in interactive 3D environments in a way that specifically addresses the interplay of binocular depth perception and saliency of scene contents. Our proposed Dynamic Attention-Aware Disparity Control (DADC) method produces depth-rich stereo rendering that improves viewer comfort through joint optimization of stereo parameters. While constructing the optimization model, we consider the importance of scene elements, as well as their distance to the camera and the locus of attention on the display. Our method also optimizes the depth effect of a given scene by considering the individual user’s stereoscopic disparity range and comfortable viewing experience by controlling accommodation/convergence conflict. We validate our method in a formal user study that also reveals the advantages, such as superior quality and practical relevance, of considering our method.© Springer-Verlag Berlin Heidelberg 2013

Attention-aware disparity control in interactive environments

Our paper introduces a novel approach for controlling stereo camera parameters in interactive 3D environments in a way that specifically addresses the interplay of binocular depth perception and saliency of scene contents. Our proposed Dynamic Attention-Aware Disparity Control (DADC) method produces depth-rich stereo rendering that improves viewer comfort through joint optimization of stereo parameters. While constructing the optimization model, we consider the importance of scene elements, as well as their distance to the camera and the locus of attention on the display. Our method also optimizes the depth effect of a given scene by considering the individual user's stereoscopic disparity range and comfortable viewing experience by controlling accommodation/convergence conflict. We validate our method in a formal user study that also reveals the advantages, such as superior quality and practical relevance, of considering our method. © 2013 Springer-Verlag Berlin Heidelberg

Supporting public availability and accessibility with Elvin: experiences and reflections.

We provide a retrospective account of how a generic event notification service called Elvin and a suite of simple client applications: CoffeeBiff, Tickertape and Tickerchat, came to be used within our organisation to support awareness and interaction. After overviewing Elvin and its clients, we outline various experiences from data collated across two studies where Elvin and its clients have been used to augment the workaday world to support interaction, to make digital actions visible, to make physical actions available beyond the location of action, and to support content and socially based information filtering. We suggest there are both functional and technical reasons for why Elvin works for enabling awareness and interaction. Functionally, it provides a way to produce, gather and redistribute information from everyday activities (via Elvin) and to give that information a perceptible form (via the various clients) that can be publicly available and accessible as a resource for awareness. The integration of lightweight chat facilities with these information sources enables awareness to easily flow into interaction, starting to re-connect bodies to actions, and starting to approximate the easy flow of interaction that happens when we are co-located. Technically, the conceptual simplicity of the Elvin notification, the wide availability of its APIs, and the generic functionality of its clients, especially Tickertape, have made the use of the service appealing to developers and users for a wide range of uses

Distance Education: Methods of Education for Students in Remote Areas of China

This paper illustrates that distance education is a useful mechanism of education for students living in remote areas or those who desire a native English-speaking teacher to improve their own language skills. However, it will also show the ways in which distance education is not the perfect solution. This paper will overall find that distance education improves future economic opportunities, causes changes in teacher/student power dynamics, and does, to some extent, increase access to schooling for children living in rural, remote areas

A Framework for Designing Fair Ubiquitous Computing Systems

Over the past few decades, ubiquitous sensors and systems have been an integral part of humans' everyday life. They augment human capabilities and provide personalized experiences across diverse contexts such as healthcare, education, and transportation. However, the widespread adoption of ubiquitous computing has also brought forth concerns regarding fairness and equitable treatment. As these systems can make automated decisions that impact individuals, it is essential to ensure that they do not perpetuate biases or discriminate against specific groups. While fairness in ubiquitous computing has been an acknowledged concern since the 1990s, it remains understudied within the field. To bridge this gap, we propose a framework that incorporates fairness considerations into system design, including prioritizing stakeholder perspectives, inclusive data collection, fairness-aware algorithms, appropriate evaluation criteria, enhancing human engagement while addressing privacy concerns, and interactive improvement and regular monitoring. Our framework aims to guide the development of fair and unbiased ubiquitous computing systems, ensuring equal treatment and positive societal impact.Comment: 8 pages, 1 figure, published in 2023 ACM International Joint Conference on Pervasive and Ubiquitous Computing & the 2023 ACM International Symposium on Wearable Computin

Modelling human teaching tactics and strategies for tutoring systems

One of the promises of ITSs and ILEs is that they will teach and assist learning in an intelligent manner. Historically this has tended to mean concentrating on the interface, on the representation of the domain and on the representation of the student’s knowledge. So systems have attempted to provide students with reifications both of what is to be learned and of the learning process, as well as optimally sequencing and adjusting activities, problems and feedback to best help them learn that domain. We now have embodied (and disembodied) teaching agents and computer-based peers, and the field demonstrates a much greater interest in metacognition and in collaborative activities and tools to support that collaboration. Nevertheless the issue of the teaching competence of ITSs and ILEs is still important, as well as the more specific question as to whether systems can and should mimic human teachers. Indeed increasing interest in embodied agents has thrown the spotlight back on how such agents should behave with respect to learners. In the mid 1980s Ohlsson and others offered critiques of ITSs and ILEs in terms of the limited range and adaptability of their teaching actions as compared to the wealth of tactics and strategies employed by human expert teachers. So are we in any better position in modelling teaching than we were in the 80s? Are these criticisms still as valid today as they were then? This paper reviews progress in understanding certain aspects of human expert teaching and in developing tutoring systems that implement those human teaching strategies and tactics. It concentrates particularly on how systems have dealt with student answers and how they have dealt with motivational issues, referring particularly to work carried out at Sussex: for example, on responding effectively to the student’s motivational state, on contingent and Vygotskian inspired teaching strategies and on the plausibility problem. This latter is concerned with whether tactics that are effectively applied by human teachers can be as effective when embodied in machine teachers

Consciousness as Recursive, Spatiotemporal Self-Location

At the phenomenal level, consciousness arises in a consistently coherent fashion as a singular, unified field of recursive self-awareness (subjectivity) with explicitly orientational characteristics—that of a subject located both spatially and temporally in an egocentrically-extended domain. Understanding these twin elements of consciousness begins with the recognition that ultimately (and most primitively), cognitive systems serve the biological self-regulatory regime in which they subsist. The psychological structures supporting self-located subjectivity involve an evolutionary elaboration of the two basic elements necessary for extending self-regulation into behavioral interaction with the environment: an orientative reference frame which consistently structures ongoing interaction in terms of controllable spatiotemporal parameters, and processing architecture that relates behavior to homeostatic needs via feedback. Over time, constant evolutionary pressures for energy efficiency have encouraged the emergence of anticipative feedforward processing mechanisms, and the elaboration, at the apex of the sensorimotor processing hierarchy, of self-activating, highly attenuated recursively-feedforward circuitry processing the basic orientational schema independent of external action output. As the primary reference frame of active waking cognition, this recursive self-locational schema processing generates a zone of subjective self-awareness in terms of which it feels like something to be oneself here and now. This is consciousness-as-subjectivity

Mirror, Mirror, On The Wall: Collaborative Screen-Mirroring for Small Groups

Screen mirroring has been available to consumers for some time, however if every mobile device in the room supports screen mirroring to the main display (e.g. a shared TV), this necessitates a mechanism for managing its use. As such, this paper investigates allowing users in small intimacy groups (friends, family etc.) to self-manage mirrored use of the display, through passing/taking/requesting the display from whomever is currently mirroring to it. We examine the collaborative benefits this scheme could provide for the home, compared to existing multi-device use and existing screen mirroring implementations. Results indicate shared screen mirroring improves perceived collaboration, decreases dominance, preserves independence and has a positive effect on a group's activity awareness