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

Freeform User Interfaces for Graphical Computing

報告番号: 甲15222 ; 学位授与年月日: 2000-03-29 ; 学位の種別: 課程博士 ; 学位の種類: 博士(工学) ; 学位記番号: 博工第4717号 ; 研究科・専攻: 工学系研究科情報工学専

Informing the design of a multisensory learning environment for elementary mathematics learning

It is well known that primary school children may face difficulties in acquiring mathematical competence, possibly because teaching is generally based on formal lessons with little opportunity to exploit more multisensory-based activities within the classroom. To overcome such difficulties, we report here the exemplary design of a novel multisensory learning environment for teaching mathematical concepts based on meaningful inputs from elementary school teachers. First, we developed and administered a questionnaire to 101 teachers asking them to rate based on their experience the learning difficulty for specific arithmetical and geometrical concepts encountered by elementary school children. Additionally, the questionnaire investigated the feasibility to use multisensory information to teach mathematical concepts. Results show that challenging concepts differ depending on children school level, thus providing a guidance to improve teaching strategies and the design of new and emerging learning technologies accordingly. Second, we obtained specific and practical design inputs with workshops involving elementary school teachers and children. Altogether, these findings are used to inform the design of emerging multimodal technological applications, that take advantage not only of vision but also of other sensory modalities. In the present work, we describe in detail one exemplary multisensory environment design based on the questionnaire results and design ideas from the workshops: the Space Shapes game, which exploits visual and haptic/proprioceptive sensory information to support mental rotation, 2D–3D transformation and percentages. Corroborating research evidence in neuroscience and pedagogy, our work presents a functional approach to develop novel multimodal user interfaces to improve education in the classroom

Integrative phenomena in visual arts and mathematics

The aim of our article is to find suitable integrative phenomena for both visual arts and mathematics, with a focus on preserving the nature of each of these subjects and their specific methods of acquiring and processing information. This article builds a picture of how to design and conduct an integrative learning continuum which genuinely preserves the nature of mathematics. To draw conclusions, we combined datasets from mathematics teacher education and the lower secondary school context. We found out that suitable integrative phenomena can relate to concepts shared by each of the integrating disciplines, such as ratio; or they can be typical processes of knowledge acquisition and construction, such as sorting. The teaching experiments revealed that the integrative phenomena appropriate for use in school must enable a joint investigative learning experience. The third finding was that the pupils needed teacher support to view the subjects more broadly. [GRAPHICS] .Peer reviewe

Sensing and visualizing spatial relations of mobile devices

Location information can be used to enhance interaction with mobile devices. While many location systems require instrumentation of the environment, we present a system that allows devices to measure their spatial relations in a true peer-to-peer fashion. The system is based on custom sensor hardware implemented as USB dongle, and computes spatial relations in real-time. In extension of this system we propose a set of spatialized widgets for incorporation of spatial relations in the user interface. The use of these widgets is illustrated in a number of applications, showing how spatial relations can be employed to support and streamline interaction with mobile devices

A Scalable Distributed Approach to Mobile Robot Vision

This paper documents our progress during the first year of work on our original proposal entitled 'A Scalable Distributed Approach to Mobile Robot Vision'. We are pursuing a strategy for real-time visual identification and tracking of complex objects which does not rely on specialized image-processing hardware. In this system perceptual schemas represent objects as a graph of primitive features. Distributed software agents identify and track these features, using variable-geometry image subwindows of limited size. Active control of imaging parameters and selective processing makes simultaneous real-time tracking of many primitive features tractable. Perceptual schemas operate independently from the tracking of primitive features, so that real-time tracking of a set of image features is not hurt by latency in recognition of the object that those features make up. The architecture allows semantically significant features to be tracked with limited expenditure of computational resources, and allows the visual computation to be distributed across a network of processors. Early experiments are described which demonstrate the usefulness of this formulation, followed by a brief overview of our more recent progress (after the first year)

The effects of manipulatives on student achievement in high school Algebra I: in a large urban school system, 1996

The major purpose of this study was to determine the effects of mathematic manipulatives on student achievement in high school Algebra I. A second hypothesis was also studied to see if students' attitudes towards mathematics improved with the use of manipulative materials. The control group (N=51), was instructed through the use of mathematics textbooks (traditional) for sixteen weeks (1st. semester); the experimental group (N=47), was instructed using mathematic manipulatives. Two teachers implemented this study. Each teacher taught an experimental group and a control group. The large urban high school system, End-of -Semester Standardize Test for Algebra I measured mathematic achievement (pretest/posttest). The QUASAR Students Disposition Instrument measured growth in students' attitudes, beliefs, and disposition about mathematics and math class (pre/post). The Comparative Experimental Approach Method and the Dick and Carey's (1985) systematic approach model to instructional design were used. A one way analysis of variance was used to test both hypotheses. The .05 level of confidence was used. The results of the study indicated that using manipulatives materials for mathematic instruction was no more effective than teaching mathematics with the use of a traditional textbook. The statistical results showed there were no statistically significant difference on the posttest between the control and the experimental group mean scores. This study indicated that by using manipulative materials for math instruction was more effective in changing students' attitudes, beliefs and dispositions toward mathematics than teaching with the use of a traditional textbook. Mathematics manipulatives increased students' motivation; developed positive attitudes; created excitement about the learning of mathematics; and reduced mathematics anxiety

Mathematics Methods for Early Childhood

This book is for the early childhood pre-service teachers, which includes the period from infancy until eight years of age. Mathematics skills must be taught in early childhood and children should be provided a foundation to succeed in elementary school and beyond. Mathematics Methods for Early Childhood was designed to help early childhood teacher candidates develop an understanding of why lessons in early childhood should focus on mathematics in order to help children be successful. Young children are naturally curious, and the best time to begin mathematics is at a time while the young child\u27s brain is rapidly developing. Mathematics in early childhood helps children develop critical thinking and reasoning skills early on and it’s the key to the foundation for success in their formal schooling years. This book references the Kansas Mathematics Standards. These standards are closely aligned to the Common Core Standards for School Mathematics.https://scholars.fhsu.edu/all_oer/1001/thumbnail.jp

Creating Communities of Mathematical Thinkers in the Pre-Kindergarten Classroom.

This thesis describes a standards-based pre-kindergarten mathematics curriculum. The purpose of this thesis was to create a series of original lesson plans for the pre-kindergarten classroom that would address defined standards with instructional and other materials appropriate for teaching and assessing student understanding of the concepts. The curriculum is based on standards set forth by the National Council of Teachers of Mathematics and the Virginia Department of Education\u27s Foundation Blocks for Early Learning. The body of the work introduces the foundation for the thesis with theoretical underpinning, defines the content strands and learning objectives, establishes a pacing schedule for meeting the objectives, and includes lessons for thirty weeks of instruction. Included in the appendices are parental newsletters, black line masters, literature and technology resources, and a student assessment