500 research outputs found
Video interaction using pen-based technology
Dissertação para obtenção do Grau de Doutor em
InformáticaVideo can be considered one of the most complete and complex media and its manipulating
is still a difficult and tedious task. This research applies pen-based technology to
video manipulation, with the goal to improve this interaction. Even though the human
familiarity with pen-based devices, how they can be used on video interaction, in order
to improve it, making it more natural and at the same time fostering the user’s creativity
is an open question.
Two types of interaction with video were considered in this work: video annotation
and video editing. Each interaction type allows the study of one of the interaction modes
of using pen-based technology: indirectly, through digital ink, or directly, trough pen
gestures or pressure. This research contributes with two approaches for pen-based video
interaction: pen-based video annotations and video as ink.
The first uses pen-based annotations combined with motion tracking algorithms, in
order to augment video content with sketches or handwritten notes. It aims to study how
pen-based technology can be used to annotate a moving objects and how to maintain the
association between a pen-based annotations and the annotated moving object
The second concept replaces digital ink by video content, studding how pen gestures
and pressure can be used on video editing and what kind of changes are needed in the
interface, in order to provide a more familiar and creative interaction in this usage context.This work was partially funded by the UTAustin-Portugal, Digital Media, Program
(Ph.D. grant: SFRH/BD/42662/2007 - FCT/MCTES); by the HP Technology for Teaching
Grant Initiative 2006; by the project "TKB - A Transmedia Knowledge Base for contemporary
dance" (PTDC/EAT/AVP/098220/2008 funded by FCT/MCTES); and by CITI/DI/FCT/UNL (PEst-OE/EEI/UI0527/2011
Diverse Contributions to Implicit Human-Computer Interaction
Cuando las personas interactúan con los ordenadores, hay mucha
información que no se proporciona a propósito. Mediante el estudio de estas
interacciones implÃcitas es posible entender qué caracterÃsticas de la interfaz
de usuario son beneficiosas (o no), derivando asà en implicaciones para el
diseño de futuros sistemas interactivos.
La principal ventaja de aprovechar datos implÃcitos del usuario en
aplicaciones informáticas es que cualquier interacción con el sistema puede
contribuir a mejorar su utilidad. Además, dichos datos eliminan el coste de
tener que interrumpir al usuario para que envÃe información explÃcitamente
sobre un tema que en principio no tiene por qué guardar relación con la
intención de utilizar el sistema. Por el contrario, en ocasiones las
interacciones implÃcitas no proporcionan datos claros y concretos. Por ello,
hay que prestar especial atención a la manera de gestionar esta fuente de
información.
El propósito de esta investigación es doble: 1) aplicar una nueva visión tanto
al diseño como al desarrollo de aplicaciones que puedan reaccionar
consecuentemente a las interacciones implÃcitas del usuario, y 2)
proporcionar una serie de metodologÃas para la evaluación de dichos
sistemas interactivos. Cinco escenarios sirven para ilustrar la viabilidad y la
adecuación del marco de trabajo de la tesis. Resultados empÃricos con
usuarios reales demuestran que aprovechar la interacción implÃcita es un
medio tanto adecuado como conveniente para mejorar de múltiples maneras
los sistemas interactivos.Leiva Torres, LA. (2012). Diverse Contributions to Implicit Human-Computer Interaction [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/17803Palanci
Final MA Portfolio
This portfolio is a compilation of graduate research and writing completed as the capstone project for the Master of Arts in English degree with a specialization in professional writing and rhetoric. The first selection is a research paper that reviews how embellishments in graphical representations and infographics affect viewer perception. The second research paper is a content analysis that explores the extent to which visual metaphors are used in ISO public information graphical symbols. The third research paper explores how to create effective video software tutorials and reorganizes existing guidelines into eighteen distinct guidelines in three major categories: accessibility, cognitive design, and affective design. The final selection is a teaching guide geared toward an introductory undergraduate technical writing course
Greater good, empowerment and democratization? Affordances of the crowdsourcing transcription projects
Digital technology and Internet access have created new possibilities for museums and archives for digitization of their collections. Steadily, more museums are experimenting with inviting their audiences to participate in tagging images, annotating, transcribing historical texts or cropping photographs. This article is an exploration of visual and functional aspects of various digital interfaces frequently being used in crowdsourcing projects involving transcribing manuscripts. The empirical material has been collected through interviews with the editors of the projects and systematic technical walkthroughs of MediaWiki platforms (Edvard Munch’s Writings and Transcribe Bentham) and Zooniverse platforms (AnnoTate and Shakespeare’s World). The analysis aims to explore platforms’ affordances (Gibson 1978), in other words the opportunities that the layout and design offer to users interacting with facsimiles of manuscripts (‘digital networked objects’) (Cameron and Mengler 2015). The questions raised are whether and how the interfaces empower users and perform as a democratic actor providing the volunteers with agency. The platforms’ interfaces have emerged as an important and undervalued actor-network of elements which configure heterogeneous relations among actors and influence users’ engagement
Graphic Design Students’ Perceptions Of Using Apple iPads To Create Sketches And Promote Idea Generation
Artists and designers typically utilize sketching during the early stages of the design process because it provides them with an opportunity to transfer ideas from their head onto paper, computer, or mobile device. Sketching is regarded by researchers in the field of design to be an essential part of the design process.
The existing research in this field is focused on comparing paper and pencil sketches with sketches completed on computers. There is a void in the literature examining sketching completed on mobile devices like the Apple iPad. Therefore, this study aimed to fill that void.
The purpose of this study was to explore the effectiveness of graphic design students’ use of iPads for sketching activities. The experiences and perceptions of 10 graphic design students who completed a sketching activity using iPads, were examined during the spring and fall semesters of 2016 at a university in the Upper-Midwest.
Qualitative phenomenological research methods were used in the study. Data was gathered from interviews and from analysis of the participants’ iPad sketches. The general categories for the participants’ perspectives included background information, design workflow, attitudes on sketching, experience using the iPads, and quality of the iPad sketches. Three themes emerged from an analysis of the data.
The first theme addressed the reasons why students preferred sketching with paper and pencil. The second theme explained the benefits students found when sketching on iPads. Finally, theme three expounded on alternative idea generation techniques that could be accomplished on iPads
The impact of technology: value-added classroom practice: final report
This report extends Becta’s enquiries into the ways in which digital technologies are supporting learning. It looks in detail at the learning practices mediated by ICT in nine secondary schools in which ICT for learning is well embedded.
The project proposes a broader perspective on the notion of ‘impact’ that is rather different from a number of previous studies investigating impact. Previous studies have been limited in that they have either focused on a single innovation or have reported on institutional level factors. However, in both cases this pays insufficient attention to the contexts of learning. In this project, the focus has been on the learning practices of the classroom and the contexts of ICT-supported learning.
The study reports an analysis of 85 lesson logs, in which teachers recorded their use of space, digital technology and student outcomes in relation to student engagement and learning. The teachers who filled in the logs, as well as their schools’ senior managers, were interviewed as part of a ‘deep audit’ of ICT provision conducted over two days. One-hour follow-up interviews with the teachers were carried out after the teachers’ log activity. The aim of this was to obtain a broader contextualisation of their teaching
Student Perceptions of Interactive Whiteboards in a Biology Classroom
This qualitative study provides student perceptions of interactive whiteboard (IWB) use in a secondary biology classroom. The use of the IWB was alternated with the overhead on an ABAB and BABA design in two classrooms. The study was based on semi-structured interviews of thirty-six individuals, representing a sample of rural, high school students. Interview questions focused on three constructs: benefits, limitations, and suggestions for improvement. Analyzing the results ascertained that students found the IWB to be interesting because it was engaging and offered multimedia aspects. Students also reported the IWB to improve instruction through enhanced visuals and notes. Limitations and areas for improvement also were noted. These results can be used to inform educators on possible applications of the IWB’s use
Student Perceptions of Interactive Whiteboards in a Biology Classroom
This qualitative study provides student perceptions of interactive whiteboard (IWB) use in a secondary biology classroom. The use of the IWB was alternated with the overhead on an ABAB and BABA design in two classrooms. The study was based on semi-structured interviews of thirty-six individuals, representing a sample of rural, high school students. Interview questions focused on three constructs: benefits, limitations, and suggestions for improvement. Analyzing the results ascertained that students found the IWB to be interesting because it was engaging and offered multimedia aspects. Students also reported the IWB to improve instruction through enhanced visuals and notes. Limitations and areas for improvement also were noted. These results can be used to inform educators on possible applications of the IWB’s use
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