5,286 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
Beyond multimedia adaptation: Quality of experience-aware multi-sensorial media delivery
Multiple sensorial media (mulsemedia) combines multiple media elements which engage three or more of human senses, and as most other media content, requires support for delivery over the existing networks. This paper proposes an adaptive mulsemedia framework (ADAMS) for delivering scalable video and sensorial data to users. Unlike existing two-dimensional joint source-channel adaptation solutions for video streaming, the ADAMS framework includes three joint adaptation dimensions: video source, sensorial source, and network optimization. Using an MPEG-7 description scheme, ADAMS recommends the integration of multiple sensorial effects (i.e., haptic, olfaction, air motion, etc.) as metadata into multimedia streams. ADAMS design includes both coarse- and fine-grained adaptation modules on the server side: mulsemedia flow adaptation and packet priority scheduling. Feedback from subjective quality evaluation and network conditions is used to develop the two modules. Subjective evaluation investigated users' enjoyment levels when exposed to mulsemedia and multimedia sequences, respectively and to study users' preference levels of some sensorial effects in the context of mulsemedia sequences with video components at different quality levels. Results of the subjective study inform guidelines for an adaptive strategy that selects the optimal combination for video segments and sensorial data for a given bandwidth constraint and user requirement. User perceptual tests show how ADAMS outperforms existing multimedia delivery solutions in terms of both user perceived quality and user enjoyment during adaptive streaming of various mulsemedia content. In doing so, it highlights the case for tailored, adaptive mulsemedia delivery over traditional multimedia adaptive transport mechanisms
Education Unleashed: Participatory Culture, Education, and Innovation in Second Life
Part of the Volume on the Ecology of Games: Connecting Youth, Games, and LearningWhile virtual worlds share common technologies and audiences with games, they possess many unique characteristics. Particularly when compared to massively multiplayer online role-playing games, virtual worlds create very different learning and teaching opportunities through markets, creation, and connections to the real world, and lack of overt game goals. This chapter aims to expose a wide audience to the breadth and depth of learning occurring within Second Life (SL). From in-world classes in the scripting language to mixed-reality conferences about the future of broadcasting, a tremendous variety of both amateurs and experts are leveraging SL as a platform for education. In one sense, this isn't new since every technology is co-opted by communities for communication, but SL is different because every aspect of it was designed to encourage this co-opting, this remixing of the virtual and the real
The play's the thing
For very understandable reasons phenomenological approaches predominate in the field of sensory urbanism. This paper does not seek to add to that particular discourse. Rather it takes Rortyâs postmodernized Pragmatism as its starting point and develops a position on the role of multi-modal design representation in the design process as a means of admitting many voices and managing multidisciplinary collaboration.
This paper will interrogate some of the concepts underpinning the Sensory Urbanism project to help define the scope of interest in multi-modal representations. It will then explore a range of techniques and approaches developed by artists and designers during the past fifty years or so and comment on how they might inform the question of multi-modal representation. In conclusion I will argue that we should develop a heterogeneous tool kit that adopts, adapts and re-invents existing methods because this will better serve our purposes during the exploratory phase(s) of any design project that deals with complexity
The play's the thing
For very understandable reasons phenomenological approaches predominate in the field of sensory urbanism. This paper does not seek to add to that particular discourse. Rather it takes Rortyâs postmodernized Pragmatism as its starting point and develops a position on the role of multi-modal design representation in the design process as a means of admitting many voices and managing multidisciplinary collaboration.
This paper will interrogate some of the concepts underpinning the Sensory Urbanism project to help define the scope of interest in multi-modal representations. It will then explore a range of techniques and approaches developed by artists and designers during the past fifty years or so and comment on how they might inform the question of multi-modal representation. In conclusion I will argue that we should develop a heterogeneous tool kit that adopts, adapts and re-invents existing methods because this will better serve our purposes during the exploratory phase(s) of any design project that deals with complexity
Learning Through Space
At the South Border of the United States, children are being held in facilities for days. While at these facilities, these children do not have the opportunity to learn like other children around their age do. This thesis explores ways to design spaces for children that encourage cognitive development.
By looking at research done by Jean Piaget, Friedrich Froebel, Johanne Pestalozzi, and John Dewey, the thesis will examine the development of a childâs brain, and the development of cognition from birth to adulthood. Jean Piaget, a psychologist, divided the human brainâs development into four stages, the sensorimotor stage, the pre-operational stage, the concrete operational stage, and the formal operational stage. These stages which start from birth and go into adulthood show how the brain develops throughout our lives. Friedrich Froebel, the father of kindergarten, considered play as an important factor in the cognitive development of a child. He, like Piaget and many others before and after him, explored the development of cognition. His studies led him to his theory that play allows a childâs mind to grow, by using imagination, creativity, and haptics to develop their cognition and become critical thinkers.
The research led to key words, such as play, imagination, complexity, and haptics. Using the keywords and the research, a set of geometric volumes were created, which were then used to design a Living Learning Center for the children at the South Border of the United States.
Circumstance or status should not deprive any child from their basic needs. Just because these children are locked up, should cognitive development stop? Can play be the agency for change
System upgrade: realising the vision for UK education
A report summarising the findings of the TEL programme in the wider context of technology-enhanced learning and offering recommendations for future strategy in the area was launched on 13th June at the House of Lords to a group of policymakers, technologists and practitioners chaired by Lord Knight.
The report â a major outcome of the programme â is written by TEL director Professor Richard Noss and a team of experts in various fields of technology-enhanced learning. The report features the programmeâs 12 recommendations for using technology-enhanced learning to upgrade UK education
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