1,913 research outputs found
The screen as boundary object in the realm of imagination
As an object at the boundary between virtual and physical reality, the screen exists both as a displayer and as a thing displayed, thus functioning as a mediator. The screen's virtual imagery produces a sense of immersion in its viewer, yet at the same time the materiality of the screen produces a sense of rejection from the viewer's complete involvement in the virtual world. The experience of the screen is thus an oscillation between these two states of immersion and rejection.
Nowadays, as interactivity becomes a central component of the relationship between viewers and many artworks, the viewer experience of the screen is changing. Unlike the screen experience in non-interactive artworks, such as the traditional static screen of painting or the moving screen of video art in the 1970s, interactive media screen experiences can provide viewers with a more immersive, immediate, and therefore, more intense experience. For example, many digital media artworks provide an interactive experience for viewers by capturing their face or body though real-time computer vision techniques. In this situation, as the camera and the monitor in the artwork encapsulate the interactor's body in an instant feedback loop, the interactor becomes a part of the interface mechanism and responds to the artwork as the system leads or even provokes them. This thesis claims that this kind of direct mirroring in interactive screen-based media artworks does not allow the viewer the critical distance or time needed for self-reflection.
The thesis examines the previous aesthetics of spatial and temporal perception, such as presentness and instantaneousness, and the notions of passage and of psychological perception such as reflection, reflexiveness and auratic experience, looking at how these aesthetics can be integrated into new media screen experiences. Based on this theoretical research, the thesis claims that interactive screen spaces can act as a site for expression and representation, both through a doubling effect between the physical and virtual worlds, and through manifold spatial and temporal mappings with the screen experience. These claims are further supported through exploration of screen-based media installations created by the author since 2003.Ph.D.Committee Chair: Mazalek, Ali; Committee Member: Bolter, Jay David; Committee Member: Do, Ellen Yi-Luen; Committee Member: Nitsche, Michael; Committee Member: Winegarden, Claudia R
ISAR: Ein Autorensystem für 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 für 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
Light on horizontal interactive surfaces: Input space for tabletop computing
In the last 25 years we have witnessed the rise and growth of interactive tabletop research, both in academic and in industrial settings. The rising demand for the digital support of human activities motivated the need to bring computational power to table surfaces. In this article, we review the state of the art of tabletop computing, highlighting core aspects that frame the input space of interactive tabletops: (a) developments in hardware technologies that have caused the proliferation of interactive horizontal surfaces and (b) issues related to new classes of interaction modalities (multitouch, tangible, and touchless). A classification is presented that aims to give a detailed view of the current development of this research area and define opportunities and challenges for novel touch- and gesture-based interactions between the human and the surrounding computational environment. © 2014 ACM.This work has been funded by Integra (Amper Sistemas and CDTI, Spanish Ministry of Science and Innovation) and TIPEx (TIN2010-19859-C03-01) projects and Programa de Becas y Ayudas para la Realización de Estudios Oficiales de Máster y Doctorado en la Universidad Carlos III de Madrid, 2010
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
Citizen engagement through tangible data representation
We begin with the premise that data literacy is a fundamental facet of citizen education in this information
age, and that an engaged citizenry in a democracy not only requires access to data, but also the capacity to manipulate and
examine the data from multiple perspectives. The visualization of data elucidates trends and patterns in the phenomena
that the data represents, and opens accessibility to understanding complicated human and natural processes represented
by data sets. Research indicates that interacting with a visualization amplifies cognition and analysis. A single visualization
may show only one facet of the data. To examine the data from multiple perspectives, engaged citizens need to be able to
construct their own visualizations from a data set. Many tools for data visualization have responded to this need, allowing
non-data experts to manipulate and gain insights into their data, but most of these tools are restricted to the computer
screen, keyboard, and mouse. Cognition and analysis may be strengthened even more through embodied interaction with
data. We present here the rationale for the design of a tool that allows users to probe a data set, through interactions with
graspable (tangible) three-dimensional objects, rather than through a keyboard and mouse interaction. We argue that
the use of tangibles facilitates understanding abstract concepts, and facilitates many concrete learning scenarios. Another
advantage of using tangibles over screen-based tools is that they foster collaboration, which can promote a productive
working and learning environment. We speculate that collaborative data exploration can be a productive educational
activity for citizens in their communities and in the classroom, and we suggest our tool as a means to do this
Practical, appropriate, empirically-validated guidelines for designing educational games
There has recently been a great deal of interest in the
potential of computer games to function as innovative
educational tools. However, there is very little evidence of
games fulfilling that potential. Indeed, the process of
merging the disparate goals of education and games design
appears problematic, and there are currently no practical
guidelines for how to do so in a coherent manner. In this
paper, we describe the successful, empirically validated
teaching methods developed by behavioural psychologists
and point out how they are uniquely suited to take
advantage of the benefits that games offer to education. We
conclude by proposing some practical steps for designing
educational games, based on the techniques of Applied
Behaviour Analysis. It is intended that this paper can both
focus educational games designers on the features of games
that are genuinely useful for education, and also introduce a
successful form of teaching that this audience may not yet
be familiar with
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