31,596 research outputs found

    Collaboration in Augmented Reality: How to establish coordination and joint attention?

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    Schnier C, Pitsch K, Dierker A, Hermann T. Collaboration in Augmented Reality: How to establish coordination and joint attention? In: Boedker S, Bouvin NO, Lutters W, Wulf V, Ciolfi L, eds. Proceedings of the 12th European Conference on Computer Supported Cooperative Work (ECSCW 2011). Springer-Verlag London; 2011: 405-416.We present an initial investigation from a semi-experimental setting, in which an HMD-based AR-system has been used for real-time collaboration in a task-oriented scenario (design of a museum exhibition). Analysis points out the specific conditions of interacting in an AR environment and focuses on one particular practical problem for the participants in coordinating their interaction: how to establish joint attention towards the same object or referent. Analysis allows insights into how the pair of users begins to familarize with the environment, the limitations and opportunities of the setting and how they establish new routines for e.g. solving the ʻjoint attentionʼ-problem

    Mediating exposure in public interactions

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    Mobile computing and public interactions together open up a new range of challenges in interaction design. To date a very gregarious model of interaction has been assumed. However, the public setting will invoke feelings of shyness and a desire to control the personal exposure associated with interactions. In this paper we discuss these issues and our initial tests of a system which affords a control beyond "engage or don't engage"

    Social media and self-curatorship : Reflections on identity and pedagogy through blogging on a masters module

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    El uso de los medios sociales se ha extendido notablemente y se considera ya como una oportunidad única para el diseño de entornos innovadores de aprendizaje, donde los estudiantes se conviertan en protagonistas de experiencias de multialfabetización participativas y entre iguales. El trabajo cuestiona la conexión entre los usos sociales de los nuevos medios y las prácticas educativas relevantes, y propone marcos teóricos más rigurosos que puedan orientar en futuras investigaciones sobre el papel de los medios sociales en la educación. El trabajo reflexiona sobre el estudio de caso llevado a cabo en un grupo de alumnos en un módulo on-line como parte de un programa de máster sobre medios de comunicación, cultura y comunicación. Se invitó a los estudiantes a desenvolverse en estrategias de evaluación más allá de las convencionales, con el fin de teorizar y reflexionar sobre sus experiencias con los medios sociales como soporte y materia del curso. El artículo analiza la experiencia de los estudiantes evaluados en el conjunto del proyecto. Durante la exposición de resultados, los autores situaron los argumentos en el contexto del debate sobre las nuevas alfabetizaciones, la pedagogía y los medios sociales, así como en el marco de la teoría emergente de la autogestión del individuo en estos contextos, como marco metafórico para comprender la producción y la representación de la identidad en los medios digitales.The widespread uses of social media have been celebrated as a unique opportunity to redesign innovative learning environments that position students at the center of a participatory, multiliteracy and peer learning experience. This article problemitizes the connection between the social uses of new media and relevant educational practices and proposes more rigorous theoretical frames that can be used to guide future research into the role of social media in education. This article reports on a case study of a small group of students who use an online module to study media, culture and communication as part of a wider master’s programme. The students were invited to reflect in a more reflexive and theoretical manner than is commonly used in a standard course evaluation about their experiences of engaging with social media as both the medium and the subject of the course. The article discusses the student experience as it unfolded in the context of an assessed piece of project work. In discussing the findings the authors locate the arguments in the context of debates about new literacies, pedagogy and social media as well as in an emergent theory of self-curatorship as a metaphorical frame for understanding the production and representation of identity in digital media

    Engaging the reluctant reader through active reading strategies

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    The objective of this workshop is to demonstrate not only how to overcome the fear of reading among young adults but also how to develop affection for it by adjusting studentcentred learning strategies to the individual needs of the learners. Reading then becomes an active dialogue session with the author culminating in writing in any genre rather than a passive boring activity. The workshop begins with an incidental lead-in activity connected to the topic of the reading passage, which aims to generate student-centred discussions. This is then followed by a timed individual reading session, where the students have a ‘dialogue’ with the author of the passage by scribbling and writing in any language or by drawing graphic presentations of their feelings that are generated. A group discussion of the students’ reactions to the reading would result in seeing the text in a new light or angle. This is then followed by a spin-off activity, where the students are to translate their reaction to the whole passage or any portion of it into any genre and present it to the others. Once the students have come to grips with the essence of the reading passage, they are to formulate their own question which needs further probing into as a free writing or academic writing piece. An outline of the writing is done in groups and monitored by the facilitator while leaving the complete writing as a take-home assignment

    Matthew Burt: idea to object

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    A monograph outlining the career and the practice of the Wiltshire-based furniture designer-maker Matthew Burt. The book was published for the exhibition held at the Crafts Study Centre in November 2008 and then touring

    MagicFace: Stepping into Character through an Augmented Reality Mirror

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    Augmented Reality (AR) is coming of age and appearing in various smartphone apps. One emerging AR type uses the front-facing camera and overlays a user's face with digital features that transform the physical appearance, making the user look like someone else, such as a popstar or a historical character. However, little is known about how people react to such stepping into character and how convincing they perceive it to be. We developed an app with two Egyptian looks, MagicFace, which was situated both in an opera house and a museum. In the first setting, people were invited to use the app, while in the second setting they came across it on their own when visiting the exhibition. Our findings show marked differences in how people approach and experience the MagicFace in these different contexts. We discuss how realistic and compelling this kind of AR technology is, as well as its implications for educational and cultural settings

    Darwin's Other Books: “Red” and “Transmutation” Notebooks, “Sketch,” “Essay,” and Natural Selection

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    Study of Darwin's unpublished works, freely available on-line through the American Natural History Museum, reveals the origins of his thoughts on evolution

    We Don’t Connect – Negotiations between Usability, User and Art Experience in Online Art Interaction

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    Art and its conceptualization enable a richer understanding of human computer interaction (HCI). User experience (UX), usability and art experience (AE) have extensive traditions of scholarship. UX and AE especially, have rarely been combined. While systematic approaches to identifying contrasts between the types of experience are lacking, there is also a lag in academic knowledge on how UX and AE relate to one another in the action context of HCI. This paper presents a study in which UX and perceived usability, were investigated in the context of online art experience. The study’s participants (N=128) responded to a questionnaire based on an adapted model of interactive art systems while experiencing an online art exhibition. Results revealed three significant correlations: 1) the impact of usability on the sense of immersion; 2) how immersion influenced the art experience; and 3) how the viewer’s background (skills and knowledge) affects art experience in digital spaces

    We Don’t Connect – Negotiations between Usability, User and Art Experience in Online Art Interaction

    Get PDF
    Art and its conceptualization enable a richer understanding of human computer interaction (HCI). User experience (UX), usability and art experience (AE) have extensive traditions of scholarship. UX and AE especially, have rarely been combined. While systematic approaches to identifying contrasts between the types of experience are lacking, there is also a lag in academic knowledge on how UX and AE relate to one another in the action context of HCI. This paper presents a study in which UX and perceived usability, were investigated in the context of online art experience. The study’s participants (N=128) responded to a questionnaire based on an adapted model of interactive art systems while experiencing an online art exhibition. Results revealed three significant correlations: 1) the impact of usability on the sense of immersion; 2) how immersion influenced the art experience; and 3) how the viewer’s background (skills and knowledge) affects art experience in digital spaces.©2022 International Conference on Information Systems Development.fi=vertaisarvioitu|en=peerReviewed
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