Tactons: structured tactile messages for non-visual information display

Tactile displays are now becoming available in a form that can be easily used in a user interface. This paper describes a new form of tactile output. Tactons, or tactile icons, are structured, abstract messages that can be used to communicate messages non-visually. A range of different parameters can be used for Tacton construction including: frequency, amplitude and duration of a tactile pulse, plus other parameters such as rhythm and location. Tactons have the potential to improve interaction in a range of different areas, particularly where the visual display is overloaded, limited in size or not available, such as interfaces for blind people or in mobile and wearable devices. This paper describes Tactons, the parameters used to construct them and some possible ways to design them. Examples of where Tactons might prove useful in user interfaces are given

Teaching the science of learning

The science of learning has made a considerable contribution to our understanding of effective teaching and learning strategies. However, few instructors outside of the field are privy to this research. In this Tutorial Review, we focus on six specific cognitive strategies that have received robust support from decades of research: spaced practice, interleaving, retrieval practice, elaboration, concrete examples, and dual coding. We describe the basic research behind each strategy and relevant applied research, present examples of existing and suggested implementation, and make recommendations for further research that would broaden the reach of these strategies

Non-speech auditory output

No abstract available

J. A. Strebeleva metoodika 6-aastaste laste arengu hindamiseks mõeldud protseduuri ja hindamissüsteemi standardiseerimine

http://www.ester.ee/record=b4690277*es

A study of spatial data models and their application to selecting information from pictorial databases

People have always used visual techniques to locate information in the space surrounding them. However with the advent of powerful computer systems and user-friendly interfaces it has become possible to extend such techniques to stored pictorial information. Pictorial database systems have in the past primarily used mathematical or textual search techniques to locate specific pictures contained within such databases. However these techniques have largely relied upon complex combinations of numeric and textual queries in order to find the required pictures. Such techniques restrict users of pictorial databases to expressing what is in essence a visual query in a numeric or character based form. What is required is the ability to express such queries in a form that more closely matches the user's visual memory or perception of the picture required. It is suggested in this thesis that spatial techniques of search are important and that two of the most important attributes of a picture are the spatial positions and the spatial relationships of objects contained within such pictures. It is further suggested that a database management system which allows users to indicate the nature of their query by visually placing iconic representations of objects on an interface in spatially appropriate positions, is a feasible method by which pictures might be found from a pictorial database. This thesis undertakes a detailed study of spatial techniques using a combination of historical evidence, psychological conclusions and practical examples to demonstrate that the spatial metaphor is an important concept and that pictures can be readily found by visually specifying the spatial positions and relationships between objects contained within them

Technology-Enhanced Presentations in Large Classrooms : Effects on Adult Academic Achievement and Computer Attitudes

Rising enrollments and budget restrictions are resulting in larger class sizes which can lead to difficulties with learning. Computer technology has been suggested as a tool that may help overcome some of these difficulties. Research on outcomes is important to find ways that technology may be used by instructors to help students with information processing (Gagne & Driscoll, 1988), and to see if the financial commitment required for integrating educational technology is warranted. The purpose of the present study was to examine the academic achievement and computer attitudes of students in courses taught with traditional presentations and technology-enhanced presentations taught with two different technology strategies. Regarding learning, Technology Strategy 1 (TS-1) was expected to enhance academic achievement, because it included the use of at least three of the following four factors of visual aids which are suggested by information processing theory: (a) color background, (b) contrasting color title or bullets, (c) bulleted lists, and (d) build effects. Regarding computer technology, Technology Strategy 2 (TS-2) was expected to enhance computer attitudes, because it included the use of features which increased the apparentness of technology use in presentations: (a) use of active buttons to link to other websites, (b) display of top menu bars and side scroll bars, and ( c) presentation on a course website accessible outside of class. The current study was conducted as a secondary data analysis on a larger project operating on a grant provided by the U.S. Department of Education Fund for Improvement in Post-Secondary Education (FIPSE). Five hundred sixty-one university students enrolled in control and experimental sections of three courses (sociology, psychology, and biology) participated in the study. Data was collected on students\u27 academic achievement and computer attitudes. Data was analyzed using MANOVA models. For academic achievement, results indicated a significant interaction of technology-enhanced vs. traditional presentations by technology strategy. Post-hoc t-tests indicated that in TS-1 courses students taught with technology-enhanced presentations had lower course grades than students taught with traditional presentations, for the psychology course only. No effect was found on computer attitudes. Explanations for this unexpected finding are discussed, as are limitations of the research

Using Sound to Represent Uncertainty in Spatial Data

There is a limit to the amount of spatial data that can be shown visually in an effective manner, particularly when the data sets are extensive or complex. Using sound to represent some of these data (sonification) is a way of avoiding visual overload. This thesis creates a conceptual model showing how sonification can be used to represent spatial data and evaluates a number of elements within the conceptual model. These are examined in three different case studies to assess the effectiveness of the sonifications. Current methods of using sonification to represent spatial data have been restricted by the technology available and have had very limited user testing. While existing research shows that sonification can be done, it does not show whether it is an effective and useful method of representing spatial data to the end user. A number of prototypes show how spatial data can be sonified, but only a small handful of these have performed any user testing beyond the authors’ immediate colleagues (where n > 4). This thesis creates and evaluates sonification prototypes, which represent uncertainty using three different case studies of spatial data. Each case study is evaluated by a significant user group (between 45 and 71 individuals) who completed a task based evaluation with the sonification tool, as well as reporting qualitatively their views on the effectiveness and usefulness of the sonification method. For all three case studies, using sound to reinforce information shown visually results in more effective performance from the majority of the participants than traditional visual methods. Participants who were familiar with the dataset were much more effective at using the sonification than those who were not and an interactive sonification which requires significant involvement from the user was much more effective than a static sonification, which did not provide significant user engagement. Using sounds with a clear and easily understood scale (such as piano notes) was important to achieve an effective sonification. These findings are used to improve the conceptual model developed earlier in this thesis and highlight areas for future research

The integration of computational chemistry algorithms into a multimedia environment

Organic chemistry teaching involves the explanation of most phenomena in terms of atomic and molecular models. The main challenge for the student is the creation of mental three-dimensional images of molecules. Unfortunately, many students find the visualisation of the spatial arrangements of molecules a difficult task. For this reason, chemistry teaching has seen the introduction of many innovative teaching tools in an attempt to bring the subject to life for students. Until recently, the cost of computer hardware has prohibited the extensive use of computers within the undergraduate chemistry curriculum. However, the desktop computer has provided a cost-effective platform for developing integrated courseware that presents abstract concepts to the chemistry student. This thesis begins with a review of the design and evaluation of computer-based learning, together with the integration of computers into chemistry education. Two studies then describe the design, implementation and evaluation of novel computer-aided learning material that combines computational chemistry tools and multimedia courseware. The first study assesses the feasibility of integrating interactive three-dimensional molecular modelling into tutorial instruction to provide a visualisation tool for undergraduate organic chemistry. A detailed evaluation has provided substantial evidence concerning the effectiveness of this technique. The second study involves the design of instructional courseware that combines interactive computational chemistry tools and 'talking head' video narration. An innovative training tool that allows medicinal chemists to study analytical chemistry techniques is described. The evaluation of a prototype package has revealed valuable information concerning the combination of dynamic and interactive media. Emerging guidelines for the integration of computational chemistry tools and interactive molecular modelling into multimedia courseware and suggestions for further work are proposed

Multimodal feedback cues on manual lifting in virtual environments

Improper manipulation of real-world objects increases the risk of developing work- related back injuries. In an effort to reduce such a risk and encourage appropriate lifting and moving methods, a Virtual Environment (VE) was employed. Virtual simulations can be used for ergonomic analysis. In this work, the VEs made use of multiple feedback techniques to allow a person to estimate the forces acting on their lower back. A person's head and hand movements were tracked in real-time whilst manipulating an object. A NIOSH lifting equation was used to calculate and determine the Lifting Index whereby the results were conveyed in real time. Visual display feedback techniques were designed and the effect of cues to enhance user performance was experimentally evaluated. The feedback cues provide the user with information about the forces acting on their lower back as they perform manual lifting tasks in VEs. Four different methods were compared and contrasted: No Feedback, Text, Colour and Combined Colour and Text. This work also investigated various types of auditory feedback technique to support object manipulation in VEs. Auditory feedback has been demonstrated to convey information in computer applications effectively, but little work has been reported on the efficacy of such techniques, particularly for ergonomic design. Four different methods were compared and contrasted: No Feedback, White-noise, Pitch and Tempo. A combined Audio-Visual (AV) technique was also examined by mixing both senses. The effect of Tactile Augmentation was also examined. Three different weights (real) were used and the results obtained by experiment were compared with the experiment using virtual weights in order to evaluate whether or not the presence of a real weighted object enhanced people's sense of realism. The goals of this study were to explore various senses of feedback technique (visual, auditory and tactile), compare the performance characteristics of each technique and understand their relative advantages and drawbacks.EThOS - Electronic Theses Online ServiceGBUnited Kingdo