1,098 research outputs found
Human factors in instructional augmented reality for intravehicular spaceflight activities and How gravity influences the setup of interfaces operated by direct object selection
In human spaceflight, advanced user interfaces are becoming an interesting mean to facilitate human-machine interaction, enhancing and guaranteeing the sequences of intravehicular space operations. The efforts made to ease such operations have shown strong interests in novel human-computer interaction like Augmented Reality (AR). The work presented in this thesis is directed towards a user-driven design for AR-assisted space operations, iteratively solving issues arisen from the problem space, which also includes the consideration of the effect of altered gravity on handling such interfaces.Auch in der bemannten Raumfahrt steigt das Interesse an neuartigen Benutzerschnittstellen, um nicht nur die Mensch-Maschine-Interaktion effektiver zu gestalten, sondern auch um einen korrekten Arbeitsablauf sicherzustellen. In der Vergangenheit wurden wiederholt Anstrengungen unternommen, Innenbordarbeiten mit Hilfe von Augmented Reality (AR) zu erleichtern. Diese Arbeit konzentriert sich auf einen nutzerorientierten AR-Ansatz, welcher zum Ziel hat, die Probleme schrittweise in einem iterativen Designprozess zu lösen. Dies erfordert auch die BerĂŒcksichtigung verĂ€nderter Schwerkraftbedingungen
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 worldâs 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
Practical, appropriate, empirically-validated guidelines for designing educational games
There has recently been a great deal of interest in the
potential of computer games to function as innovative
educational tools. However, there is very little evidence of
games fulfilling that potential. Indeed, the process of
merging the disparate goals of education and games design
appears problematic, and there are currently no practical
guidelines for how to do so in a coherent manner. In this
paper, we describe the successful, empirically validated
teaching methods developed by behavioural psychologists
and point out how they are uniquely suited to take
advantage of the benefits that games offer to education. We
conclude by proposing some practical steps for designing
educational games, based on the techniques of Applied
Behaviour Analysis. It is intended that this paper can both
focus educational games designers on the features of games
that are genuinely useful for education, and also introduce a
successful form of teaching that this audience may not yet
be familiar with
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 worldâs 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
Eyes-Off Physically Grounded Mobile Interaction
This thesis explores the possibilities, challenges and future scope for eyes-off, physically grounded mobile interaction. We argue that for interactions with digital content in physical spaces, our focus should not be constantly and solely on the device we are using, but fused with an experience of the places themselves, and the people who inhabit them. Through the design, development and evaluation of a series ofnovel prototypes we show the benefits of a more eyes-off mobile interaction style.Consequently, we are able to outline several important design recommendations for future devices in this area.The four key contributing chapters of this thesis each investigate separate elements within this design space. We begin by evaluating the need for screen-primary feedback during content discovery, showing how a more exploratory experience can be supported via a less-visual interaction style. We then demonstrate how tactilefeedback can improve the experience and the accuracy of the approach. In our novel tactile hierarchy design we add a further layer of haptic interaction, and show how people can be supported in finding and filtering content types, eyes-off. We then turn to explore interactions that shape the ways people interact with aphysical space. Our novel group and solo navigation prototypes use haptic feedbackfor a new approach to pedestrian navigation. We demonstrate how variations inthis feedback can support exploration, giving users autonomy in their navigationbehaviour, but with an underlying reassurance that they will reach the goal.Our final contributing chapter turns to consider how these advanced interactionsmight be provided for people who do not have the expensive mobile devices that areusually required. We extend an existing telephone-based information service to support remote back-of-device inputs on low-end mobiles. We conclude by establishingthe current boundaries of these techniques, and suggesting where their usage couldlead in the future
From Manual Driving to Automated Driving: A Review of 10 Years of AutoUI
This paper gives an overview of the ten-year devel- opment of the papers presented at the International ACM Conference on Automotive User Interfaces and Interactive Vehicular Applications (AutoUI) from 2009 to 2018. We categorize the topics into two main groups, namely, manual driving-related research and automated driving-related re- search. Within manual driving, we mainly focus on studies on user interfaces (UIs), driver states, augmented reality and head-up displays, and methodology; Within automated driv- ing, we discuss topics, such as takeover, acceptance and trust, interacting with road users, UIs, and methodology. We also discuss the main challenges and future directions for AutoUI and offer a roadmap for the research in this area.https://deepblue.lib.umich.edu/bitstream/2027.42/153959/1/From Manual Driving to Automated Driving: A Review of 10 Years of AutoUI.pdfDescription of From Manual Driving to Automated Driving: A Review of 10 Years of AutoUI.pdf : Main articl
Design Strategies for Adaptive Social Composition: Collaborative Sound Environments
In order to develop successful collaborative music systems a variety
of subtle interactions need to be identified and integrated. Gesture
capture, motion tracking, real-time synthesis, environmental
parameters and ubiquitous technologies can each be effectively used
for developing innovative approaches to instrument design, sound
installations, interactive music and generative systems. Current
solutions tend to prioritise one or more of these approaches, refining
a particular interface technology, software design or compositional
approach developed for a specific composition, performer or
installation environment. Within this diverse field a group of novel
controllers, described as âTangible Interfacesâ have been developed.
These are intended for use by novices and in many cases follow a
simple model of interaction controlling synthesis parameters through
simple user actions. Other approaches offer sophisticated
compositional frameworks, but many of these are idiosyncratic and
highly personalised. As such they are difficult to engage with and
ineffective for groups of novices. The objective of this research is to
develop effective design strategies for implementing collaborative
sound environments using key terms and vocabulary drawn from the
available literature. This is articulated by combining an empathic
design process with controlled sound perception and interaction
experiments. The identified design strategies have been applied to
the development of a new collaborative digital instrument. A range
of technical and compositional approaches was considered to define
this process, which can be described as Adaptive Social Composition.
Dan Livingston
Understanding Visual Feedback in Large-Display Touchless Interactions: An Exploratory Study
Touchless interactions synthesize input and output from physically disconnected motor and display spaces without any haptic feedback. In the absence of any haptic feedback, touchless interactions primarily rely on visual cues, but properties of visual feedback remain unexplored. This paper systematically investigates how large-display touchless interactions are affected by (1) types of visual feedbackâdiscrete, partial, and continuous; (2) alternative forms of touchless cursors; (3) approaches to visualize target-selection; and (4) persistent visual cues to support out-of-range and drag-and-drop gestures. Results suggest that continuous was more effective than partial visual feedback; users disliked opaque cursors, and efficiency did not increase when cursors were larger than display artifactsâ size. Semantic visual feedback located at the display border improved usersâ efficiency to return within the display range; however, the path of movement echoed in drag-and-drop operations decreased efficiency. Our findings contribute key ingredients to design suitable visual feedback for large-display touchless environments.This work was partially supported by an IUPUI Research Support Funds Grant (RSFG)
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