1,676 research outputs found

    Collaborative learning utilizing a domain-based shared data repository to enhance learning outcomes

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    A number of learning paradigms have postulated that knowledge formation is a dynamic process where learners actively construct a representation of concepts integrating information from multiple sources. Current teaching strategies utilize a compartmentalized approach where individual courses contain a small subset of the knowledge required for a discipline. The intent of this research is to provide a framework to integrate the components of a discipline into a cohesive whole and accelerate the integration of concepts enhancing the learning process. The components utilized to accomplish these goals include two new knowledge integration models; a Knowledge Weighting Model (KWM) and the Aggregate-Integrate-Master (AIM) model. Semantic Web design principles utilizing a Resource Description Framework (RDF) schema and Web Ontology Language (OWL) will be used to define concepts and relationships for this knowledge domain that can then be extended for other domains. Lastly, a Design Research paradigm will be utilized to analyze the IT artifact, the Constructivist Unifying Baccalaureate Epistemology (CUBE) knowledge repository that was designed to validate this research. The prototype testing population utilized sixty students spanning five classes, in the fall 2007, following IRB approved protocols. Data was gathered using a Constructivist Multimedia Learning Survey (CMLES), focus groups and semi-structured interviews. This preliminary data supported the hypotheses that students using the Integrated Knowledge Repository will first; have a more positive perception of the learning process than those who use conventional single course teaching paradigms and second; students utilizing the IKR will develop a more complex understanding of the interconnected nature of the materials linking a discipline than those who take conventional single topic courses. Learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge. The goal is to develop a knowledge structure that is capable of facilitating the integration of conceptual development in a field of study

    Situated play in a tangible interface and adaptive audio museum guide

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    This paper explores the design issues of 9 situated play within a museum through the study of a 10 museum guide prototype that integrates a tangible interface, audio display, and adaptive modeling. We discuss our use of design ethnography in order to situate our interaction and to investigate the liminal and engagement qualities of a museum visit. The paper provides an overview of our case study and analysis of our user evaluation. We discuss the implications including degrees of balance in the experience design of play in interaction; the challenge in developing a discovery-based information model, and the need for a better understanding of the contextual aspects of tangible user interfaces (TUIs). We conclude that learning effectiveness and functionality can be balanced productively with playful interaction through an adaptive audio and TUI if designers balance the engagement between play and the environment, and the space between imagination and interpretation that links the audio content to the artifacts

    Reimagining Culture With Youth: Relationship and Representation in Culturally Centered Learning Environments

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    This dissertation intends to develop an understanding of how culturally centered learning environments impact youth’s relationship with culture. Working alongside a multicultural team of researchers, educators, and designers who came together with a shared goal of designing curricular activities to engage sixth graders with culture, I followed 12 sixth graders for a school year to understand their development of relationships with culture. I (re)conceptualize the holistic process of learning and engagement with culture as Ti-Wu and propose a cultural learning model that helps us understand how youth develop multiple relationships with culture. I further share how multimedia technology mediates youth’s relationship with culture through remixing and reimagining. This dissertation has implications for the ways in which we can (1) design a culturally centered learning environment to engage youth with culture and support the development of diverse relationships with culture, (2) develop youth’s relationship with culture through designing multimedia learning activities in formal learning environments, and (3) decenter Western-oriented research discourse on cultural learning and development

    Designing Hybrid Interactions through an Understanding of the Affordances of Physical and Digital Technologies

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    Two recent technological advances have extended the diversity of domains and social contexts of Human-Computer Interaction: the embedding of computing capabilities into physical hand-held objects, and the emergence of large interactive surfaces, such as tabletops and wall boards. Both interactive surfaces and small computational devices usually allow for direct and space-multiplex input, i.e., for the spatial coincidence of physical action and digital output, in multiple points simultaneously. Such a powerful combination opens novel opportunities for the design of what are considered as hybrid interactions in this work. This thesis explores the affordances of physical interaction as resources for interface design of such hybrid interactions. The hybrid systems that are elaborated in this work are envisioned to support specific social and physical contexts, such as collaborative cooking in a domestic kitchen, or collaborative creativity in a design process. In particular, different aspects of physicality characteristic of those specific domains are explored, with the aim of promoting skill transfer across domains. irst, different approaches to the design of space-multiplex, function-specific interfaces are considered and investigated. Such design approaches build on related work on Graspable User Interfaces and extend the design space to direct touch interfaces such as touch-sensitive surfaces, in different sizes and orientations (i.e., tablets, interactive tabletops, and walls). These approaches are instantiated in the design of several experience prototypes: These are evaluated in different settings to assess the contextual implications of integrating aspects of physicality in the design of the interface. Such implications are observed both at the pragmatic level of interaction (i.e., patterns of users' behaviors on first contact with the interface), as well as on user' subjective response. The results indicate that the context of interaction affects the perception of the affordances of the system, and that some qualities of physicality such as the 3D space of manipulation and relative haptic feedback can affect the feeling of engagement and control. Building on these findings, two controlled studies are conducted to observe more systematically the implications of integrating some of the qualities of physical interaction into the design of hybrid ones. The results indicate that, despite the fact that several aspects of physical interaction are mimicked in the interface, the interaction with digital media is quite different and seems to reveal existing mental models and expectations resulting from previous experience with the WIMP paradigm on the desktop PC

    Tangible user interfaces : past, present and future directions

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    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

    An aesthetics of touch: investigating the language of design relating to form

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    How well can designers communicate qualities of touch? This paper presents evidence that they have some capability to do so, much of which appears to have been learned, but at present make limited use of such language. Interviews with graduate designer-makers suggest that they are aware of and value the importance of touch and materiality in their work, but lack a vocabulary to fully relate to their detailed explanations of other aspects such as their intent or selection of materials. We believe that more attention should be paid to the verbal dialogue that happens in the design process, particularly as other researchers show that even making-based learning also has a strong verbal element to it. However, verbal language alone does not appear to be adequate for a comprehensive language of touch. Graduate designers-makers’ descriptive practices combined non-verbal manipulation within verbal accounts. We thus argue that haptic vocabularies do not simply describe material qualities, but rather are situated competences that physically demonstrate the presence of haptic qualities. Such competencies are more important than groups of verbal vocabularies in isolation. Design support for developing and extending haptic competences must take this wide range of considerations into account to comprehensively improve designers’ capabilities

    Situated play in a tangible interface and adaptive audio museum guide

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    Abstract This paper explores the design issues of situated play within a museum through the study of a museum guide prototype that integrates a tangible interface, audio display, and adaptive modeling. We discuss our use of design ethnography in order to situate our interaction and to investigate the liminal and engagement qualities of a museum visit. The paper provides an overview of our case study and analysis of our user evaluation. We discuss the implications including degrees of balance in the experience design of play in interaction; the challenge in developing a discovery-based information model, and the need for a better understanding of the contextual aspects of tangible user interfaces (TUIs). We conclude that learning effectiveness and functionality can be balanced productively with playful interaction through an adaptive audio and TUI if designers balance the engagement between play and the environment, and the space between imagination and interpretation that links the audio content to the artifacts

    Flexible Supervised Autonomy for Exploration in Subterranean Environments

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    While the capabilities of autonomous systems have been steadily improving in recent years, these systems still struggle to rapidly explore previously unknown environments without the aid of GPS-assisted navigation. The DARPA Subterranean (SubT) Challenge aimed to fast track the development of autonomous exploration systems by evaluating their performance in real-world underground search-and-rescue scenarios. Subterranean environments present a plethora of challenges for robotic systems, such as limited communications, complex topology, visually-degraded sensing, and harsh terrain. The presented solution enables long-term autonomy with minimal human supervision by combining a powerful and independent single-agent autonomy stack, with higher level mission management operating over a flexible mesh network. The autonomy suite deployed on quadruped and wheeled robots was fully independent, freeing the human supervision to loosely supervise the mission and make high-impact strategic decisions. We also discuss lessons learned from fielding our system at the SubT Final Event, relating to vehicle versatility, system adaptability, and re-configurable communications.Comment: Field Robotics special issue: DARPA Subterranean Challenge, Advancement and Lessons Learned from the Final

    Design and semantics of form and movement (DeSForM 2006)

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    Design and Semantics of Form and Movement (DeSForM) grew from applied research exploring emerging design methods and practices to support new generation product and interface design. The products and interfaces are concerned with: the context of ubiquitous computing and ambient technologies and the need for greater empathy in the pre-programmed behaviour of the ‘machines’ that populate our lives. Such explorative research in the CfDR has been led by Young, supported by Kyffin, Visiting Professor from Philips Design and sponsored by Philips Design over a period of four years (research funding £87k). DeSForM1 was the first of a series of three conferences that enable the presentation and debate of international work within this field: • 1st European conference on Design and Semantics of Form and Movement (DeSForM1), Baltic, Gateshead, 2005, Feijs L., Kyffin S. & Young R.A. eds. • 2nd European conference on Design and Semantics of Form and Movement (DeSForM2), Evoluon, Eindhoven, 2006, Feijs L., Kyffin S. & Young R.A. eds. • 3rd European conference on Design and Semantics of Form and Movement (DeSForM3), New Design School Building, Newcastle, 2007, Feijs L., Kyffin S. & Young R.A. eds. Philips sponsorship of practice-based enquiry led to research by three teams of research students over three years and on-going sponsorship of research through the Northumbria University Design and Innovation Laboratory (nuDIL). Young has been invited on the steering panel of the UK Thinking Digital Conference concerning the latest developments in digital and media technologies. Informed by this research is the work of PhD student Yukie Nakano who examines new technologies in relation to eco-design textiles
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