Web-based haptic applications for blind people to create virtual graphs

Haptic technology has great potentials in many applications. This paper introduces our work on delivery haptic information via the Web. A multimodal tool has been developed to allow blind people to create virtual graphs independently. Multimodal interactions in the process of graph creation and exploration are provided by using a low-cost haptic device, the Logitech WingMan Force Feedback Mouse, and Web audio. The Web-based tool also provides blind people with the convenience of receiving information at home. In this paper, we present the development of the tool and evaluation results. Discussions on the issues related to the design of similar Web-based haptic applications are also given

Impact of haptic 'touching' technology on cultural applications

No abstract available

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

RealPen: Providing Realism in Handwriting Tasks on Touch Surfaces using Auditory-Tactile Feedback

We present RealPen, an augmented stylus for capacitive tablet screens that recreates the physical sensation of writing on paper with a pencil, ball-point pen or marker pen. The aim is to create a more engaging experience when writing on touch surfaces, such as screens of tablet computers. This is achieved by regenerating the friction-induced oscillation and sound of a real writing tool in contact with paper. To generate realistic tactile feedback, our algorithm analyzes the frequency spectrum of the friction oscillation generated when writing with traditional tools, extracts principal frequencies, and uses the actuator's frequency response profile for an adjustment weighting function. We enhance the realism by providing the sound feedback aligned with the writing pressure and speed. Furthermore, we investigated the effects of superposition and fluctuation of several frequencies on human tactile perception, evaluated the performance of RealPen, and characterized users' perception and preference of each feedback type

Exploring the Potential of 3D Visualization Techniques for Usage in Collaborative Design

Best practice for collaborative design demands good interaction between its collaborators. The capacity to share common knowledge about design models at hand is a basic requirement. With current advancing technologies gathering collective knowledge is more straightforward, as the dialog between experts can be supported better. The potential for 3D visualization techniques to become the right support tool for collaborative design is explored. Special attention is put on the possible usage for remote collaboration. The opportunities for current state-of-the-art visualization techniques from stereoscopic vision to holographic displays are researched. A classification of the various systems is explored with respect to their tangible usage for augmented reality. Appropriate interaction methods can be selected based on the usage scenario

Toward future 'mixed reality' learning spaces for STEAM education

Digital technology is becoming more integrated and part of modern society. As this begins to happen, technologies including augmented reality, virtual reality, 3d printing and user supplied mobile devices (collectively referred to as mixed reality) are often being touted as likely to become more a part of the classroom and learning environment. In the discipline areas of STEAM education, experts are expected to be at the forefront of technology and how it might fit into their classroom. This is especially important because increasingly, educators are finding themselves surrounded by new learners that expect to be engaged with participatory, interactive, sensory-rich, experimental activities with greater opportunities for student input and creativity. This paper will explore learner and academic perspectives on mixed reality case studies in 3d spatial design (multimedia and architecture), paramedic science and information technology, through the use of existing data as well as additional one-on-one interviews around the use of mixed reality in the classroom. Results show that mixed reality can provide engagement, critical thinking and problem solving benefits for students in line with this new generation of learners, but also demonstrates that more work needs to be done to refine mixed reality solutions for the classroom