Haptics for the development of fundamental rhythm skills, including multi-limb coordination

This chapter considers the use of haptics for learning fundamental rhythm skills, including skills that depend on multi-limb coordination. Different sensory modalities have different strengths and weaknesses for the development of skills related to rhythm. For example, vision has low temporal resolution and performs poorly for tracking rhythms in real-time, whereas hearing is highly accurate. However, in the case of multi-limbed rhythms, neither hearing nor sight are particularly well suited to communicating exactly which limb does what and when, or how the limbs coordinate. By contrast, haptics can work especially well in this area, by applying haptic signals independently to each limb. We review relevant theories, including embodied interaction and biological entrainment. We present a range of applications of the Haptic Bracelets, which are computer-controlled wireless vibrotactile devices, one attached to each wrist and ankle. Haptic pulses are used to guide users in playing rhythmic patterns that require multi-limb coordination. One immediate aim of the system is to support the development of practical rhythm skills and multi-limb coordination. A longer-term goal is to aid the development of a wider range of fundamental rhythm skills including recognising, identifying, memorising, retaining, analysing, reproducing, coordinating, modifying and creating rhythms – particularly multi-stream (i.e. polyphonic) rhythmic sequences. Empirical results are presented. We reflect on related work, and discuss design issues for using haptics to support rhythm skills. Skills of this kind are essential not just to drummers and percussionists but also to keyboards players, and more generally to all musicians who need a firm grasp of rhythm

The Analysis of design and manufacturing tasks using haptic and immersive VR - Some case studies

The use of virtual reality in interactive design and manufacture has been researched extensively but the practical application of this technology in industry is still very much in its infancy. This is surprising as one would have expected that, after some 30 years of research commercial applications of interactive design or manufacturing planning and analysis would be widespread throughout the product design domain. One of the major but less well known advantages of VR technology is that logging the user gives a great deal of rich data which can be used to automatically generate designs or manufacturing instructions, analyse design and manufacturing tasks, map engineering processes and, tentatively, acquire expert knowledge. The authors feel that the benefits of VR in these areas have not been fully disseminated to the wider industrial community and - with the advent of cheaper PC-based VR solutions - perhaps a wider appreciation of the capabilities of this type of technology may encourage companies to adopt VR solutions for some of their product design processes. With this in mind, this paper will describe in detail applications of haptics in assembly demonstrating how user task logging can lead to the analysis of design and manufacturing tasks at a level of detail not previously possible as well as giving usable engineering outputs. The haptic 3D VR study involves the use of a Phantom and 3D system to analyse and compare this technology against real-world user performance. This work demonstrates that the detailed logging of tasks in a virtual environment gives considerable potential for understanding how virtual tasks can be mapped onto their real world equivalent as well as showing how haptic process plans can be generated in a similar manner to the conduit design and assembly planning HMD VR tool reported in PART A. The paper concludes with a view as to how the authors feel that the use of VR systems in product design and manufacturing should evolve in order to enable the industrial adoption of this technology in the future

Mid-air haptic rendering of 2D geometric shapes with a dynamic tactile pointer

An important challenge that affects ultrasonic midair haptics, in contrast to physical touch, is that we lose certain exploratory procedures such as contour following. This makes the task of perceiving geometric properties and shape identification more difficult. Meanwhile, the growing interest in mid-air haptics and their application to various new areas requires an improved understanding of how we perceive specific haptic stimuli, such as icons and control dials in mid-air. We address this challenge by investigating static and dynamic methods of displaying 2D geometric shapes in mid-air. We display a circle, a square, and a triangle, in either a static or dynamic condition, using ultrasonic mid-air haptics. In the static condition, the shapes are presented as a full outline in mid-air, while in the dynamic condition, a tactile pointer is moved around the perimeter of the shapes. We measure participants’ accuracy and confidence of identifying shapes in two controlled experiments (n1 = 34, n2 = 25). Results reveal that in the dynamic condition people recognise shapes significantly more accurately, and with higher confidence. We also find that representing polygons as a set of individually drawn haptic strokes, with a short pause at the corners, drastically enhances shape recognition accuracy. Our research supports the design of mid-air haptic user interfaces in application scenarios such as in-car interactions or assistive technology in education

A Perspective Review on Integrating VR/AR with Haptics into STEM Education for Multi-Sensory Learning

As a result of several governments closing educational facilities in reaction to the COVID-19 pandemic in 2020, almost 80% of the world’s students were not in school for several weeks. Schools and universities are thus increasing their efforts to leverage educational resources and provide possibilities for remote learning. A variety of educational programs, platforms, and technologies are now accessible to support student learning; while these tools are important for society, they are primarily concerned with the dissemination of theoretical material. There is a lack of support for hands-on laboratory work and practical experience. This is particularly important for all disciplines related to science, technology, engineering, and mathematics (STEM), where labs and pedagogical assets must be continuously enhanced in order to provide effective study programs. In this study, we describe a unique perspective to achieving multi-sensory learning through the integration of virtual and augmented reality (VR/AR) with haptic wearables in STEM education. We address the implications of a novel viewpoint on established pedagogical notions. We want to encourage worldwide efforts to make fully immersive, open, and remote laboratory learning a reality.publishedVersio

A perspective review on integrating VR/AR with haptics into STEM education for multi-sensory learning

As a result of several governments closing educational facilities in reaction to the COVID-19 pandemic in 2020, almost 80% of the world’s students were not in school for several weeks. Schools and universities are thus increasing their efforts to leverage educational resources and provide possibilities for remote learning. A variety of educational programs, platforms, and technologies are now accessible to support student learning; while these tools are important for society, they are primarily concerned with the dissemination of theoretical material. There is a lack of support for hands-on laboratory work and practical experience. This is particularly important for all disciplines related to science, technology, engineering, and mathematics (STEM), where labs and pedagogical assets must be continuously enhanced in order to provide effective study programs. In this study, we describe a unique perspective to achieving multi-sensory learning through the integration of virtual and augmented reality (VR/AR) with haptic wearables in STEM education. We address the implications of a novel viewpoint on established pedagogical notions. We want to encourage worldwide efforts to make fully immersive, open, and remote laboratory learning a reality.European Union through the Erasmus+ Program under Grant 2020-1-NO01-KA203-076540, project title Integrating virtual and AUGMENTED reality with WEARable technology into engineering EDUcation (AugmentedWearEdu), https://augmentedwearedu.uia.no/ [34] (accessed on 27 March 2022). This work was also supported by the Top Research Centre Mechatronics (TRCM), University of Agder (UiA), Norwa

Turn-by-wire: Computationally mediated physical fabrication

Advances in digital fabrication have simultaneously created new capabilities while reinforcing outdated workflows that constrain how, and by whom, these fabrication tools are used. In this paper, we investigate how a new class of hybrid-controlled machines can collaborate with novice and expert users alike to yield a more lucid making experience. We demonstrate these ideas through our system, Turn-by-Wire. By combining the capabilities of a traditional lathe with haptic input controllers that modulate both position and force, we detail a series of novel interaction metaphors that invite a more fluid making process spanning digital, model-centric, computer control, and embodied, adaptive, human control. We evaluate our system through a user study and discuss how these concepts generalize to other fabrication tools