23,492 research outputs found
Sensing and mapping for interactive performance
This paper describes a trans-domain mapping (TDM) framework for translating meaningful activities from one creative domain onto another. The multi-disciplinary framework is designed to facilitate an intuitive and non-intrusive interactive multimedia performance interface that offers the users or performers real-time control of multimedia events using their physical movements. It is intended to be a highly dynamic real-time performance tool, sensing and tracking activities and changes, in order to provide interactive multimedia performances.
From a straightforward definition of the TDM framework, this paper reports several implementations and multi-disciplinary collaborative projects using the proposed framework, including a motion and colour-sensitive system, a sensor-based system for triggering musical events, and a distributed multimedia server for audio mapping of a real-time face tracker, and discusses different aspects of mapping strategies in their context.
Plausible future directions, developments and exploration with the proposed framework, including stage augmenta tion, virtual and augmented reality, which involve sensing and mapping of physical and non-physical changes onto multimedia control events, are discussed
Mobile learning: benefits of augmented reality in geometry teaching
As a consequence of the technological advances and the widespread use of mobile devices to access information and communication in the last decades, mobile learning has become a spontaneous learning model, providing a more flexible and collaborative technology-based learning. Thus, mobile technologies can create new opportunities for enhancing the pupilsâ learning experiences. This paper presents the development of a game to assist teaching and learning, aiming to help students acquire knowledge in the
field of geometry. The game was intended to develop the following competences in primary school learners (8-10 years): a better visualization of geometric objects on a plane and in space; understanding of the properties of geometric solids; and familiarization with the vocabulary of geometry. Findings show that by using the game, students have improved around 35% the hits of correct responses to the classification and differentiation between edge, vertex and face in 3D solids.This research was supported by the Arts and Humanities Research Council Design Star CDT (AH/L503770/1), the Portuguese Foundation for Science and Technology (FCT) projects LARSyS (UID/EEA/50009/2013) and CIAC-Research Centre for Arts and Communication.info:eu-repo/semantics/publishedVersio
Using Augmented Reality as a Medium to Assist Teaching in Higher Education
In this paper we describe the use of a high-level augmented reality
(AR) interface for the construction of collaborative educational applications
that can be used in practice to enhance current teaching
methods. A combination of multimedia information including spatial
three-dimensional models, images, textual information, video,
animations and sound, can be superimposed in a student-friendly
manner into the learning environment. In several case studies different
learning scenarios have been carefully designed based on
human-computer interaction principles so that meaningful virtual
information is presented in an interactive and compelling way. Collaboration
between the participants is achieved through use of a
tangible AR interface that uses marker cards as well as an immersive
AR environment which is based on software user interfaces
(UIs) and hardware devices. The interactive AR interface has been
piloted in the classroom at two UK universities in departments of
Informatics and Information Science
'Breaking the glass': preserving social history in virtual environments
New media technologies play an important role in the evolution of our society. Traditional museums and heritage sites have evolved from the âcabinets of curiosityâ that focused mainly on the authority of the voice organising content, to the places that offer interactivity as a means to experience historical and cultural events of the past. They attempt to break down the division between visitors and historical artefacts, employing modern technologies that allow the audience to perceive a range of perspectives of the historical event. In this paper, we discuss virtual reconstruction and interactive storytelling techniques as a research methodology and educational and presentation practices for cultural heritage sites. We present the Narrating the Past project as a case study, in order to illustrate recent changes in the preservation of social history and guided tourist trails that aim to make the visitorâs experience more than just an architectural walk through
The Evolution of First Person Vision Methods: A Survey
The emergence of new wearable technologies such as action cameras and
smart-glasses has increased the interest of computer vision scientists in the
First Person perspective. Nowadays, this field is attracting attention and
investments of companies aiming to develop commercial devices with First Person
Vision recording capabilities. Due to this interest, an increasing demand of
methods to process these videos, possibly in real-time, is expected. Current
approaches present a particular combinations of different image features and
quantitative methods to accomplish specific objectives like object detection,
activity recognition, user machine interaction and so on. This paper summarizes
the evolution of the state of the art in First Person Vision video analysis
between 1997 and 2014, highlighting, among others, most commonly used features,
methods, challenges and opportunities within the field.Comment: First Person Vision, Egocentric Vision, Wearable Devices, Smart
Glasses, Computer Vision, Video Analytics, Human-machine Interactio
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Education in the Wild: Contextual and Location-Based Mobile Learning in Action. A Report from the STELLAR Alpine Rendez-Vous Workshop Series
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Introduction to location-based mobile learning
[About the book]
The report follows on from a 2-day workshop funded by the STELLAR Network of Excellence as part of their 2009 Alpine Rendez-Vous workshop series and is edited by Elizabeth Brown with a foreword from Mike Sharples. Contributors have provided examples of innovative and exciting research projects and practical applications for mobile learning in a location-sensitive setting, including the sharing of good practice and the key findings that have resulted from this work. There is also a debate about whether location-based and contextual learning results in shallower learning strategies and a section detailing the future challenges for location-based learning
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