Investigation and development of a tangible technology framework for highly complex and abstract concepts

The ubiquitous integration of computer-supported learning tools within the educational domain has led educators to continuously seek effective technological platforms for teaching and learning. Overcoming the inherent limitations of traditional educational approaches, interactive and tangible computing platforms have consequently garnered increased interest in the pursuit of embedding active learning pedagogies within curricula. However, whilst Tangible User Interface (TUI) systems have been successfully developed to edutain children in various research contexts, TUI architectures have seen limited deployment towards more advanced educational pursuits. Thus, in contrast to current domain research, this study investigates the effectiveness and suitability of adopting TUI systems for enhancing the learning experience of abstract and complex computational science and technology-based concepts within higher educational institutions (HEI)s. Based on the proposal of a contextually apt TUI architecture, the research describes the design and development of eight distinct TUI frameworks embodying innovate interactive paradigms through tabletop peripherals, graphical design factors, and active tangible manipulatives. These computationally coupled design elements are evaluated through summative and formative experimental methodologies for their ability to aid in the effective teaching and learning of diverse threshold concepts experienced in computational science. In addition, through the design and adoption of a technology acceptance model for educational technology (TAM4Edu), the suitability of TUI frameworks in HEI education is empirically evaluated across a myriad of determinants for modelling students’ behavioural intention. In light of the statistically significant results obtained in both academic knowledge gain (μ = 25.8%) and student satisfaction (μ = 12.7%), the study outlines the affordances provided through TUI design for various constituents of active learning theories and modalities. Thus, based on an empirical and pedagogical analyses, a set of design guidelines is defined within this research to direct the effective development of TUI design elements for teaching and learning abstract threshold concepts in HEI adaptations

TangiBoard: a toolkit to reduce the implementation burden of tangible user interfaces in education

The use of Tangible User Interfaces (TUI) as an educational technology has gained sustained interest over the years with common agreement on its innate ability to engage and intrigue students in active-learning pedagogies. Whilst encouraging results have been obtained in research, the widespread adoption of TUI architectures is still hindered by a myriad of implementation burdens imposed by current toolkits. To this end, this paper presents an innovative TUI toolkit: TangiBoard, which enables the deployment of an interactive TUI system using low-cost, and presently available educational technology. Apart from curtailing setup costs and technical expertise required for adopting TUI systems, the toolkit provides an application framework to facilitate system calibration and development integration with GUI applications. This is enabled by a robust computer vision application that tracks a contributed passive marker set providing a range of tangible interactions to TUI frameworks. The effectiveness of this toolkit was evaluated by computer systems developers with respect to alternate toolkits for TUI design. Open-source versions of the TangiBoard toolkit together with marker sets are provided online through research licens

An active tangible user interface framework for teaching and learning artificial intelligence

Interactive and tangible computing platforms have garnered increased interest in the pursuit of embedding active learning pedagogies within curricula through educational technologies. Whilst Tangible User Interface (TUI) systems have successfully been developed to edutain children in various research, TUI architectures have seen limited deployment in more complex and abstract domains. In light of these limitations, this paper proposes an active TUI framework that addresses the challenges experienced in teaching and learning artificial intelligence (AI) within higher educational institutions. The proposal extends an aptly designed tabletop TUI architecture with the novel interactive paradigm of active tangible manipulatives to provide a more engaging and effective user interaction. The paper describes the deployment of the proposed TUI framework within an undergraduate laboratory session to aid in the teaching and learning of artificial neural networks. The experiment is assessed against currently adopted educational computer software and the obtained results highlight the potential of the proposed TUI framework to augment students’ gain in knowledge and understanding of abstracted threshold concepts in higher education

IM-sgi an interface model for shape grammar implementations

This research arises from the interest in computing as offering new paradigms in the design practice. Information technologies are the driving force for progress in the processes of design, enabling new forms of creativity. The increasing sophistication of computer applications, their easier access, and lower cost have had a significant impact on design practices and can be regarded as a paradigm shift. The invention and creativity are thus seen as knowledge processing activities and can, at least partially, be carried out with the support of computer applications. In this context Shape Grammars (SG) as production systems of designs through rules have the potential to create designs with variable user input and the ability to evaluate a large number of alternatives that may lead to innovative designs. Most architects and designers use computers on their daily practice as a representation tool for their projects, but not as a facilitator or increaser of the creative process. SG computational implementations have the potential to enhance creativity with the test of a wide range of design options, helping the appearance of new solutions, either through the emergence of new shapes or by stimulating the designer’s creativity with the possibilities presented. As Architects and Designers haven't adopted existing SG computational implementations, that take advantage of computation to facilitate and enhance their work, could the problem be on the communication between the applications and the user? If the interface of the SG implementation does not allow the user to understand how to use it or how to control and make use of its results, it can’t be successfully used. With interest in SG implementations as creative partners in the creative process, our research starts with the analysis of existing SG implementations, trying to understand if they had the potential to be adopted by architects and designers in their practice and, if not, what could be done to lead to that objective. User Interface Inspection Methods were used to perform this analysis and allowed us to understand that there are interactions and communication issues that need to be addressed for SG implementations to be adopted by designers. Taking this direction, we understood that models of interaction between the user and SG implementations have already been developed. The present research proposal started from the analysis of the interaction model of Scott Chase, where he defines the different levels of interaction between the user and SG implementation, with more or less input from the user, establishing different ways to combine synergies to obtain new creative solutions. Taking this interaction model as a starting point, next, we must assure the correct communication between user and implementation occurs. The means of communication between these two agents is the computational interface. Understanding the importance of the interface to allow the user to know how to use the computational implementation and be able to produce results, our research presents the development of an interface model for SG implementations to help to take a step towards the adoption of SG for creative projects. For this, we used methods from Human-Computer Interaction discipline, and we also took Bastien & Scapin's "List of Ergonomic Criteria Guidelines" as guiding lines to define the Criteria of our interface model, called IM-sgi, Interface Model for Shape Grammar Implementations. Thus, IM-sgi, an interface model for SG Implementations, has the purpose of helping SG implementations developers to address the interface on the right path to a correct communication with the particular type of user that architects and designers are. Interface prototypes following IM-sgi criteria are finally developed and presented to test the suitability of the IM-sgi Model to SG implementations and validate the objectives we propose.A presente pesquisa surge do interesse na computação por oferecer novos paradigmas na prática do design. As tecnologias da informação são a força motriz para o progresso nos processos de design, permitindo novas formas de criatividade. A crescente sofisticação das aplicações computacionais, o acesso mais fácil às mesmas e menor custo associado tiveram um grande impacto nas práticas de projeto e podemos considerar estar perante uma mudança de paradigma. A invenção e a criatividade são, portanto, vistas como atividades de processamento de conhecimento e podem, pelo menos parcialmente, ser realizadas com o suporte do computador. Nesse contexto, As Gramáticas de Forma, como sistemas de produção de designs através de regras, têm o potencial de criar projetos com entradas com níveis variáveis de intervenção do utilizador e apresentam a capacidade de avaliar um grande número de alternativas que podem levar a designs inovadores. A maioria dos arquitetos e designers usa o computador na sua prática diária como uma ferramenta de representação para seus projetos, mas não como um facilitador ou potenciador do processo criativo. As implementações computacionais de Gramáticas de Forma têm o potencial de aumentar a criatividade com o teste de uma ampla gama de opções de design, ajudando no surgimento de novas soluções, seja pela emergência de novas formas ou estimulando a criatividade do designer com as opções desenvolvidas. Uma vez que as implementações computacionais de Gramáticas de Forma existentes não foram adotadas por Arquitetos e Designers, que claramente tiram proveito de aplicações computacionais para facilitar e aperfeiçoar o seu trabalho, poderá o problema estar na comunicação entre as implementações e o utilizador? Se a interface da implementação não permitir que o utilizador entenda como usá-la ou como controlar e utilizar os seus resultados, ela não poderá ser utilizada com sucesso. Com interesse nas implementações de Gramáticas de Forma como parceiros criativos no processo criativo, a nossa investigação começa com a análise das implementações de Gramáticas de Forma existentes, tentando entender se estas têm potencial para ser adotadas pelos criativos na sua prática e, se não, o que poderia ser feito para chegar a este objetivo. Foram usados métodos de inspeção para realizar esta análise para nos permitir compreender que há interações e problemas de comunicação que precisam de ser resolvidos para que as implementações de Gramáticas de Forma sejam adotadas pelos projetistas. Seguindo essa direção de investigação, percebemos que foram já desenvolvidos modelos de interação entre o utilizador e as implementações de Gramáticas de Forma. A presente proposta de pesquisa surgiu a partir da análise do modelo de interação de Scott Chase, onde este define os diferentes níveis de interação entre utilizador e implementação de Gramáticas de Forma, com maior ou menor input do utilizador, estabelecendo diferentes formas de combinar sinergias para obter novas soluções criativas. Tomando esse modelo de interação como ponto de partida, devemos assegurar que a comunicação correta entre o utilizador e a implementação ocorra. O meio de comunicação desses dois agentes é o interface computacional. Entendendo a importância do interface para permitir que o utilizador entenda como usar a implementação computacional e seja capaz de produzir resultados, a nossa pesquisa apresenta o desenvolvimento de um modelo de interface para implementações de Gramáticas de Forma para ajudar a dar um passo na direção da adoção das Gramáticas de Forma para projetos criativos. Deste modo, aplicámos métodos da disciplina de HCI e também adotámos a Lista de Diretrizes e Critérios Ergonómicos de Bastien & Scapin como linhas de orientação para definir os Critérios do nosso modelo de interface, denominado IM-sgi. O IM-sgi, um modelo de interface para Implementações de Gramática de Forma, tem a finalidade de ajudar programadores de implementações de Gramáticas de Forma a endereçar a interface no sentido de atingir uma comunicação correta com o tipo particular de utilizador que são os arquitetos e designers. Protótipos de interface seguindo os critérios IM-sgi são finalmente desenvolvidos e apresentados para testar a adequação do modelo IM-sgi e validar os objetivos que propomos

TangiBoard: a toolkit to reduce the implementation burden of tangible user interfaces in education

The use of Tangible User Interfaces (TUI) as an educational technology has gained sustained interest over the years with common agreement on its innate ability to engage and intrigue students in active-learning pedagogies. Whilst encouraging results have been obtained in research, the widespread adoption of TUI architectures is still hindered by a myriad of implementation burdens imposed by current toolkits. To this end, this paper presents an innovative TUI toolkit: TangiBoard, which enables the deployment of an interactive TUI system using low-cost, and presently available educational technology. Apart from curtailing setup costs and technical expertise required for adopting TUI systems, the toolkit provides an application framework to facilitate system calibration and development integration with GUI applications. This is enabled by a robust computer vision application that tracks a contributed passive marker set providing a range of tangible interactions to TUI frameworks. The effectiveness of this toolkit was evaluated by computer systems developers with respect to alternate toolkits for TUI design. Open-source versions of the TangiBoard toolkit together with marker sets are provided online through research licens

Development and Specification of Virtual Environments

This thesis concerns the issues involved in the development of virtual environments (VEs). VEs are more than virtual reality. We identify four main characteristics of them: graphical interaction, multimodality, interface agents, and multi-user. These characteristics are illustrated with an overview of different classes of VE-like applications, and a number of state-of-the-art VEs. To further define the topic of research, we propose a general framework for VE systems development, in which we identify five major classes of development tools: methodology, guidelines, design specification, analysis, and development environments. Of each, we give an overview of existing best practices

Towards a Generalised Pedagogical Framework for Creating Mixed-Mode Role-Play in a 3D Virtual Environment

Role-play has proved itself to be an effective teaching method, and role-play within a virtual environment has been found to be more especially so. Thus, there have been many studies concerned with role-play and computer simulation used together; however, up to this point, limitations may still be found with respect to the work which has been done in this area. Some of the major outstanding problems associated with creating virtual environments for learning are: finding the simplest way to model and represent abstract concepts as 3D objects; and implementing the students’ interactions - with each other, with their instructor, and with the represented objects. Also, many projects have focused on only one pedagogical topic. My vision is to introduce a generalized method that facilitates the construction of learning scenarios and renders them as message-passing role-play activities. Then, these activities could be deployed in a virtual environment (VE) in order to help students to become more immersed in the learning process. Each such activity is to be constructed by humanizing a ‘non-human’ object, whereby the students embody and imitate an (often abstract) object which is part of a technological system and which occurs in a virtual world. This can lead to many benefits, such as being able to better support the students’ ability to imagine and visualize such objects, making them more engaged with their learning, enhancing their conceptual understanding, strengthening their reasoning when solving problems related to the topic area, and reinvigorating their interest in learning. This research presents an evaluation of an approach for the creation of a role-play simulation in a role-play supporting virtual environment, which harnesses the advantages of 3D virtual environments in an effective way - in order to benefit the students’ learning in terms of improving their understanding of abstract concepts. Moreover, this approach is generalized and thus extends the previous studies by offering a system that can be applied to a wide range of topics - that involve message-passing role-play scenarios. The approach is presented within a conceptual pedagogical framework that is supported by an analysis of the findings and results from experiments that were conducted in order to validate the framework from both the learning and technical perspectives