An Introduction to 3D User Interface Design

3D user interface design is a critical component of any virtual environment (VE) application. In this paper, we present a broad overview of three-dimensional (3D) interaction and user interfaces. We discuss the effect of common VE hardware devices on user interaction, as well as interaction techniques for generic 3D tasks and the use of traditional two-dimensional interaction styles in 3D environments. We divide most user interaction tasks into three categories: navigation, selection/manipulation, and system control. Throughout the paper, our focus is on presenting not only the available techniques, but also practical guidelines for 3D interaction design and widely held myths. Finally, we briefly discuss two approaches to 3D interaction design, and some example applications with complex 3D interaction requirements. We also present an annotated online bibliography as a reference companion to this article

Sonification of probabilistic feedback through granular synthesis

We describe a method to improve user feedback, specifically the display of time-varying probabilistic information, through asynchronous granular synthesis. We have applied these techniques to challenging control problems as well as to the sonification of online probabilistic gesture recognition. We're using these displays in mobile, gestural interfaces where visual display is often impractical

The design of sonically-enhanced widgets

This paper describes the design of user-interface widgets that include non-speech sound. Previous research has shown that the addition of sound can improve the usability of human–computer interfaces. However, there is little research to show where the best places are to add sound to improve usability. The approach described here is to integrate sound into widgets, the basic components of the human–computer interface. An overall structure for the integration of sound is presented. There are many problems with current graphical widgets and many of these are difficult to correct by using more graphics. This paper presents many of the standard graphical widgets and describes how sound can be added. It describes in detail usability problems with the widgets and then the non-speech sounds to overcome them. The non-speech sounds used are earcons. These sonically-enhanced widgets allow designers who are not sound experts to create interfaces that effectively improve usability and have coherent and consistent sounds

User expectations of partial driving automation capabilities and their effect on information design preferences in the vehicle

Partially automated vehicles present interface design challenges in ensuring the driver remains alert should the vehicle need to hand back control at short notice, but without exposing the driver to cognitive overload. To date, little is known about driver expectations of partial driving automation and whether this affects the information they require inside the vehicle. Twenty-five participants were presented with five partially automated driving events in a driving simulator. After each event, a semi-structured interview was conducted. The interview data was coded and analysed using grounded theory. From the results, two groupings of driver expectations were identified: High Information Preference (HIP) and Low Information Preference (LIP) drivers; between these two groups the information preferences differed. LIP drivers did not want detailed information about the vehicle presented to them, but the definition of partial automation means that this kind of information is required for safe use. Hence, the results suggest careful thought as to how information is presented to them is required in order for LIP drivers to safely using partial driving automation. Conversely, HIP drivers wanted detailed information about the system's status and driving and were found to be more willing to work with the partial automation and its current limitations. It was evident that the drivers' expectations of the partial automation capability differed, and this affected their information preferences. Hence this study suggests that HMI designers must account for these differing expectations and preferences to create a safe, usable system that works for everyone. [Abstract copyright: Copyright © 2019 The Authors. Published by Elsevier Ltd.. All rights reserved.

Investigating sound intensity gradients as feedback for embodied learning

This paper explores an intensity-based approach to sound feedback in systems for embodied learning. We describe a theoretical framework, design guidelines, and the implementation of and results from an informant workshop. The specific context of embodied activity is considered in light of the challenges of designing meaningful sound feedback, and a design approach is shown to be a generative way of uncovering significant sound design patterns. The exploratory workshop offers preliminary directions and design guidelines for using intensity-based ambient sound display in interactive learning environments. The value of this research is in its contribution towards the development of a cohesive and ecologically valid model for using audio feedback in systems, which can guide embodied interaction. The approach presented here suggests ways that multi-modal auditory feedback can support interactive collaborative learning and problem solving

From ‘hands up’ to ‘hands on’: harnessing the kinaesthetic potential of educational gaming

Traditional approaches to distance learning and the student learning journey have focused on closing the gap between the experience of off-campus students and their on-campus peers. While many initiatives have sought to embed a sense of community, create virtual learning environments and even build collaborative spaces for team-based assessment and presentations, they are limited by technological innovation in terms of the types of learning styles they support and develop. Mainstream gaming development – such as with the Xbox Kinect and Nintendo Wii – have a strong element of kinaesthetic learning from early attempts to simulate impact, recoil, velocity and other environmental factors to the more sophisticated movement-based games which create a sense of almost total immersion and allow untethered (in a technical sense) interaction with the games’ objects, characters and other players. Likewise, gamification of learning has become a critical focus for the engagement of learners and its commercialisation, especially through products such as the Wii Fit. As this technology matures, there are strong opportunities for universities to utilise gaming consoles to embed levels of kinaesthetic learning into the student experience – a learning style which has been largely neglected in the distance education sector. This paper will explore the potential impact of these technologies, to broadly imagine the possibilities for future innovation in higher education