4,723 research outputs found

    Mobile heritage practices. Implications for scholarly research, user experience design, and evaluation methods using mobile apps.

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    Mobile heritage apps have become one of the most popular means for audience engagement and curation of museum collections and heritage contexts. This raises practical and ethical questions for both researchers and practitioners, such as: what kind of audience engagement can be built using mobile apps? what are the current approaches? how can audience engagement with these experience be evaluated? how can those experiences be made more resilient, and in turn sustainable? In this thesis I explore experience design scholarships together with personal professional insights to analyse digital heritage practices with a view to accelerating thinking about and critique of mobile apps in particular. As a result, the chapters that follow here look at the evolution of digital heritage practices, examining the cultural, societal, and technological contexts in which mobile heritage apps are developed by the creative media industry, the academic institutions, and how these forces are shaping the user experience design methods. Drawing from studies in digital (critical) heritage, Human-Computer Interaction (HCI), and design thinking, this thesis provides a critical analysis of the development and use of mobile practices for the heritage. Furthermore, through an empirical and embedded approach to research, the thesis also presents auto-ethnographic case studies in order to show evidence that mobile experiences conceptualised by more organic design approaches, can result in more resilient and sustainable heritage practices. By doing so, this thesis encourages a renewed understanding of the pivotal role of these practices in the broader sociocultural, political and environmental changes.AHRC REAC

    Mapping Critical Practice In A Transdisciplinary Urban Studio

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    Architecture and Planning exist to make positive changes to our environment. Future practitioners in these disciplines will be responsible for how our cities develop and are managed - they will be required to exercise their professional judgement in complex and unpredictable contexts. There is increasing interest in transdisciplinary urbanism, but implementation in academic contexts has to date been relatively limited. This thesis aims to build on these examples, through a detailed account of one academic design studio which operates across architecture and urban planning; in doing so it aims to make the case for transdisciplinary, problem and place-based studio teaching. The study considers how a transdisciplinary studio environment supported students to develop a critical approach to practice through collaborative discourse. It looked at studio methods/practices; what it means to practice ‘critically’ in the context of design; and the role ‘going public’ by sharing ideas in public fora might play in developing critical positions. The study was undertaken in collaboration with nine students, a single cohort undertaking the final year of a hybrid master’s qualification in Architecture with Urban Planning. It adopts socio-material and spatial approaches to follow how the studio environment and the students’ emerging interdisciplinary identities shaped both their individual and their shared work. It mapped how their approach to their practice evolved through observations, interviews, and informal conversations, and through their drawings, models and journals. In carrying out these observations, and their analysis, I have returned to drawing methods common in architecture. This allowed me to explore and record aspects of studio practice which might otherwise be missed and revealed the importance of visual and spatial thinking to my own practice. Observations revealed how material spaces, tools and artefacts acted to structure social relations in the studio, and how these relations shaped individual approaches to critical practice

    Effect of material properties on emotion: a virtual reality study

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    IntroductionDesigners know that part of the appreciation of a product comes from the properties of its materials. These materials define the object’s appearance and produce emotional reactions that can influence the act of purchase. Although known and observed as important, the affective level of a material remains difficult to assess. While many studies have been conducted regarding material colors, here we focus on two material properties that drive how light is reflected by the object: its metalness and smoothness. In this context, this work aims to study the influence of these properties on the induced emotional response.MethodWe conducted a perceptual user study in virtual reality, allowing participants to visualize and manipulate a neutral object – a mug. We generated 16 material effects by varying it metalness and smoothness characteristics. The emotional reactions produced by the 16 mugs were evaluated on a panel of 29 people using James Russel’s circumplex model, for an emotional measurement through two dimensions: arousal (from low to high) and valence (from negative to positive). This scale, used here through VR users’ declarative statements allowed us to order their emotional preferences between all the virtual mugs.ResultStatistical results show significant positive effects of both metalness and smoothness on arousal and valence. Using image processing features, we show that this positive effect is linked to the increasing strength (i.e., sharpness and contrast) of the specular reflections induced by these material properties.DiscussionThe present work is the first to establish this strong relationship between specular reflections induced by material properties and aroused emotions

    Deep Learning Techniques for Electroencephalography Analysis

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    In this thesis we design deep learning techniques for training deep neural networks on electroencephalography (EEG) data and in particular on two problems, namely EEG-based motor imagery decoding and EEG-based affect recognition, addressing challenges associated with them. Regarding the problem of motor imagery (MI) decoding, we first consider the various kinds of domain shifts in the EEG signals, caused by inter-individual differences (e.g. brain anatomy, personality and cognitive profile). These domain shifts render multi-subject training a challenging task and impede robust cross-subject generalization. We build a two-stage model ensemble architecture and propose two objectives to train it, combining the strengths of curriculum learning and collaborative training. Our subject-independent experiments on the large datasets of Physionet and OpenBMI, verify the effectiveness of our approach. Next, we explore the utilization of the spatial covariance of EEG signals through alignment techniques, with the goal of learning domain-invariant representations. We introduce a Riemannian framework that concurrently performs covariance-based signal alignment and data augmentation, while training a convolutional neural network (CNN) on EEG time-series. Experiments on the BCI IV-2a dataset show that our method performs superiorly over traditional alignment, by inducing regularization to the weights of the CNN. We also study the problem of EEG-based affect recognition, inspired by works suggesting that emotions can be expressed in relative terms, i.e. through ordinal comparisons between different affective state levels. We propose treating data samples in a pairwise manner to infer the ordinal relation between their corresponding affective state labels, as an auxiliary training objective. We incorporate our objective in a deep network architecture which we jointly train on the tasks of sample-wise classification and pairwise ordinal ranking. We evaluate our method on the affective datasets of DEAP and SEED and obtain performance improvements over deep networks trained without the additional ranking objective

    More-than-words: Reconceptualising Two-year-old Children’s Onto-epistemologies Through Improvisation and the Temporal Arts

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    This thesis project takes place at a time of increasing focus upon two-year-old children and the words they speak. On the one hand there is a mounting pressure, driven by the school readiness agenda, to make children talk as early as possible. On the other hand, there is an increased interest in understanding children’s communication in order to create effective pedagogies. More-than-words (MTW) examines an improvised art-education practice that combines heterogenous elements: sound, movement and materials (such as silk, string, light) to create encounters for young children, educators and practitioners from diverse backgrounds. During these encounters, adults adopt a practice of stripping back their words in order to tune into the polyphonic ways that children are becoming-with the world. For this research-creation, two MTW sessions for two-year-old children and their carers took place in a specially created installation. These sessions were filmed on a 360˚ camera, nursery school iPad and on a specially made child-friendly Toddler-cam (Tcam) that rolled around in the installation-event with the children. Through using the frameless technology of 360˚ film, I hoped to make tangible the relation and movement of an emergent and improvised happening and the way in which young children operate fluidly through multiple modes. Travelling with posthuman, Deleuzio-Guattarian and feminist vital material philosophy, I wander and wonder speculatively through practice, memory, and film data as a bag lady, a Haraway-ian writer/artist/researcher-creator who resists the story of the wordless child as lacking and tragic; the story that positions the word as heroic. Instead, through returning to the uncertainty of improvisation, I attempt to tune into the savage, untamed and wild music of young children’s animistic onto-epistemologies

    Breaking Virtual Barriers : Investigating Virtual Reality for Enhanced Educational Engagement

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    Virtual reality (VR) is an innovative technology that has regained popularity in recent years. In the field of education, VR has been introduced as a tool to enhance learning experiences. This thesis presents an exploration of how VR is used from the context of educators and learners. The research employed a mixed-methods approach, including surveying and interviewing educators, and conducting empirical studies to examine engagement, usability, and user behaviour within VR. The results revealed educators are interested in using VR for a wide range of scenarios, including thought exercises, virtual field trips, and simulations. However, they face several barriers to incorporating VR into their practice, such as cost, lack of training, and technical challenges. A subsequent study found that virtual reality can no longer be assumed to be more engaging than desktop equivalents. This empirical study showed that engagement levels were similar in both VR and non-VR environments, suggesting that the novelty effect of VR may be less pronounced than previously assumed. A study against a VR mind mapping artifact, VERITAS, demonstrated that complex interactions are possible on low-cost VR devices, making VR accessible to educators and students. The analysis of user behaviour within this VR artifact showed that quantifiable strategies emerge, contributing to the understanding of how to design for collaborative VR experiences. This thesis provides insights into how the end-users in the education space perceive and use VR. The findings suggest that while educators are interested in using VR, they face barriers to adoption. The research highlights the need to design VR experiences, with understanding of existing pedagogy, that are engaging with careful thought applied to complex interactions, particularly for collaborative experiences. This research contributes to the understanding of the potential of VR in education and provides recommendations for educators and designers to enhance learning experiences using VR

    Choreographing tragedy into the twenty-first century

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    What makes a tragedy? In the fifth century BCE this question found an answer through the conjoined forms of song and dance. Since the mid-twentieth century, and the work of the Tanztheater Wuppertal Pina Bausch, tragedy has been variously articulated as form coming apart at the seams. This thesis approaches tragedy through the work of five major choreographers and a director who each, in some way, turn back to Bausch. After exploring the Tanztheater Wuppertal’s techniques for choreographing tragedy in chapter one, I dedicate a chapter each to Dimitris Papaioannou, Akram Khan, Trajal Harrell, Ivo van Hove with Wim Vandekeybus, and Gisèle Vienne. Bringing together work in Queer and Trans* studies, Performance studies, Classics, Dance, and Classical Reception studies I work towards an understanding of the ways in which these choreographers articulate tragedy through embodiment and relation. I consider how tragedy transforms into the twenty-first century, how it shapes what it might mean to live and die with(out) one another. This includes tragic acts of mythic construction, attempts to describe a sense of the world as it collapses, colonial claims to ownership over the earth, and decolonial moves to enact new ways of being human. By developing an expanded sense of both choreography and the tragic one of my main contributions is a re-theorisation of tragedy that brings together two major pre-existing schools, to understand tragedy not as an event, but as a process. Under these conditions, and the shifting conditions of the world around us, I argue that the choreography of tragedy has and might continue to allow us to think about, name, and embody ourselves outside of the ongoing catastrophes we face

    Running to Your Own Beat:An Embodied Approach to Auditory Display Design

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    Personal fitness trackers represent a multi-billion-dollar industry, predicated on devices for assisting users in achieving their health goals. However, most current products only offer activity tracking and measurement of performance metrics, which do not ultimately address the need for technique related assistive feedback in a cost-effective way. Addressing this gap in the design space for assistive run training interfaces is also crucial in combating the negative effects of Forward Head Position, a condition resulting from mobile device use, with a rapid growth of incidence in the population. As such, Auditory Displays (AD) offer an innovative set of tools for creating such a device for runners. ADs present the opportunity to design interfaces which allow natural unencumbered motion, detached from the mobile or smartwatch screen, thus making them ideal for providing real-time assistive feedback for correcting head posture during running. However, issues with AD design have centred around overall usability and user-experience, therefore, in this thesis an ecological and embodied approach to AD design is presented as a vehicle for designing an assistive auditory interface for runners, which integrates seamlessly into their everyday environments

    Conversations on Empathy

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    In the aftermath of a global pandemic, amidst new and ongoing wars, genocide, inequality, and staggering ecological collapse, some in the public and political arena have argued that we are in desperate need of greater empathy — be this with our neighbours, refugees, war victims, the vulnerable or disappearing animal and plant species. This interdisciplinary volume asks the crucial questions: How does a better understanding of empathy contribute, if at all, to our understanding of others? How is it implicated in the ways we perceive, understand and constitute others as subjects? Conversations on Empathy examines how empathy might be enacted and experienced either as a way to highlight forms of otherness or, instead, to overcome what might otherwise appear to be irreducible differences. It explores the ways in which empathy enables us to understand, imagine and create sameness and otherness in our everyday intersubjective encounters focusing on a varied range of "radical others" – others who are perceived as being dramatically different from oneself. With a focus on the importance of empathy to understand difference, the book contends that the role of empathy is critical, now more than ever, for thinking about local and global challenges of interconnectedness, care and justice

    Shared-Control Teleoperation Paradigms on a Soft Growing Robot Manipulator

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    Semi-autonomous telerobotic systems allow both humans and robots to exploit their strengths, while enabling personalized execution of a task. However, for new soft robots with degrees of freedom dissimilar to those of human operators, it is unknown how the control of a task should be divided between the human and robot. This work presents a set of interaction paradigms between a human and a soft growing robot manipulator, and demonstrates them in both real and simulated scenarios. The robot can grow and retract by eversion and inversion of its tubular body, a property we exploit to implement interaction paradigms. We implemented and tested six different paradigms of human-robot interaction, beginning with full teleoperation and gradually adding automation to various aspects of the task execution. All paradigms were demonstrated by two expert and two naive operators. Results show that humans and the soft robot manipulator can split control along degrees of freedom while acting simultaneously. In the simple pick-and-place task studied in this work, performance improves as the control is gradually given to the robot, because the robot can correct certain human errors. However, human engagement and enjoyment may be maximized when the task is at least partially shared. Finally, when the human operator is assisted by haptic feedback based on soft robot position errors, we observed that the improvement in performance is highly dependent on the expertise of the human operator.Comment: 15 pages, 14 figure
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