Wayfinding across ocean and tundra: what traditional cultures teach us about navigation

Research on human navigation by psychologists and neuroscientists has come mainly from a limited range of environments and participants inhabiting western countries. By contrast, numerous anthropological accounts illustrate the diverse ways in which cultures adapt to their surrounding environment to navigate. Here, we provide an overview of these studies and relate them to cognitive science research. The diversity of cues in traditional navigation is much higher and multimodal compared with navigation experiments in the laboratory. It typically involves an integrated system of methods, drawing on a detailed understanding of the environmental cues, specific tools, and forms part of a broader cultural system. We highlight recent methodological developments for measuring navigation skill and modelling behaviour that will aid future research into how culture and environment shape human navigation

Positional estimation techniques for an autonomous mobile robot

Techniques for positional estimation of a mobile robot navigation in an indoor environment are described. A comprehensive review of the various positional estimation techniques studied in the literature is first presented. The techniques are divided into four different types and each of them is discussed briefly. Two different kinds of environments are considered for positional estimation; mountainous natural terrain and an urban, man-made environment with polyhedral buildings. In both cases, the robot is assumed to be equipped with single visual camera that can be panned and tilted and also a 3-D description (world model) of the environment is given. Such a description could be obtained from a stereo pair of aerial images or from the architectural plans of the buildings. Techniques for positional estimation using the camera input and the world model are presented

An investigation of web-based hypermedia design support: methods and tools

Since the Internet networking was first established, the World Wide Web (or WWW) provides a new opportunity to deliver information and to communicate with others. Therefore, many organisations and industries have joined this exciting technology to take advantage of the Web. In recent years, the opportunity has arisen for other tasks to be carried out on the Web apart from delivering information. As the Web applications and documents have become larger and more complex, they have experienced many design and development problems which often lead to very high maintenance cost. To improve the quality of Websites and the structure of information, the designers need structured design methods, guidelines, and tools to assist their work. Some researchers have proposed hypermedia design methods and guidelines, which contain development cycle with formal design techniques to assist the construction of Web page designs. To overcome the design and development problems, this research is carried out by surveying currently available design methods. It shows the ways to apply these methods for developing structured Web sites. The results of this research led to identifying the design stages involved in developing Web sites using hypermedia methods. It also presents a CASE tool to provide a development environment for producing Web pages based on hypermedia design stages. This encourages Web designers to apply structured hypermedia design methods to improve the quality of design and to reduce the maintenance cost. The thesis is relevant for end-users, Web designers from organisations, institutes, and institutes for those who want to apply structured hypermedia design methods for producing their Web documents

Reviews

Researching into Teaching Methods in Colleges and Universities by Clinton Bennett, Lorraine Foreman‐Peck and Chris Higgins, London: Kogan Page, 1996. ISBN: 0–7494–1768–4, 136 (+ vii) pages, paperback. £14.99

Avatars:A Shifting Interaction

The intersection of theatre-performance, design, and informatics is a fertile area for a broader understanding of the possible design and interaction between people and avatars in simulated three dimensional information spaces. This paper outlines the theoretical modelling for the visualization of a generic avatar template applicable to information spaces. Such a representation, it is theorised, would indicate semantic and structural meanings between contents of a document collection of an

Bridging the visual gap in VLN via semantically richer instructions

The Visual-and-Language Navigation (VLN) task requires understanding a textual instruction to navigate a natural indoor environment using only visual information. While this is a trivial task for most humans, it is still an open problem for AI models. In this work, we hypothesize that poor use of the visual information available is at the core of the low performance of current models. To support this hypothesis, we provide experimental evidence showing that state-of-the-art models are not severely affected when they receive just limited or even no visual data, indicating a strong overfitting to the textual instructions. To encourage a more suitable use of the visual information, we propose a new data augmentation method that fosters the inclusion of more explicit visual information in the generation of textual navigational instructions. Our main intuition is that current VLN datasets include textual instructions that are intended to inform an expert navigator, such as a human, but not a beginner visual navigational agent, such as a randomly initialized DL model. Specifically, to bridge the visual semantic gap of current VLN datasets, we take advantage of metadata available for the Matterport3D dataset that, among others, includes information about object labels that are present in the scenes. Training a state-of-the-art model with the new set of instructions increase its performance by 8% in terms of success rate on unseen environments, demonstrating the advantages of the proposed data augmentation method.Comment: Accepted in ECCV 2022. Research completed on November 21, 202