Human-display interaction technology: Emerging remote interfaces for pervasive display environments

This is the author's accepted manuscript. The final published article is available from the link below. Copyright @ 2010 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other users, including reprinting/ republishing this material for advertising or promotional purposes, creating new collective works for resale or redistribution to servers or lists, or reuse of any copyrighted components of this work in other works.We're living in a world where information processing isn't confined to desktop computers - it's being integrated into everyday objects and activities. Pervasive computation is human centered: it permeates our physical world, helping us achieve goals and fulfill our needs with minimum effort by exploiting natural interaction styles. Remote interaction with screen displays requires a sensor-based, multimodal, touchless approach. For example, by processing user hand gestures, this paradigm removes constraints requiring physical contact and permits natural interaction with tangible digital information. Such touchless interaction can be multimodal, exploiting the visual, auditory, and olfactory senses.Ministerio de Educación y Ciencia and Amper Sistemas, SA

Learning computing heritage through gaming – whilst teaching digital development through history

This paper analyses the potential of computer games and interactive projects within the learning programmes for cultural heritage institutions through our experiences working in partnership between higher education and a museum. Gamification is cited as a key disruptive technology for the business and enterprise community, and developments in games technology are also driving the expansion of digital media into all different screen spaces, and various platforms. Our research aims to take these as beneficial indicators for pedagogic development, using gaming to support knowledge transfer related to a museum setting, and using the museum as a key scenario for our students to support the practice of game development. Thus gamification is applied as both a topic and a methodology for educational purposes

Mobile Life: A Research Foundation for Mobile Services

The telecom and IT industry is now facing the challenge of a second IT-revolution, where the spread of mobile and ubiquitous services will have an even more profound effect on commercial and social life than the recent Internet revolution. Users will expect services that are unique and fully adapted for the mobile setting, which means that the roles of the operators will change, new business models will be required, and new methods for developing and marketing services have to be found. Most of all, we need technology and services that put people at core. The industry must prepare to design services for a sustainable web of work, leisure and ubiquitous technology we can call the mobile life. In this paper, we describe the main components of a research agenda for mobile services, which is carried out at the Mobile Life Center at Stockholm University. This research program takes a sustainable approach to research and development of mobile and ubiquitous services, by combining a strong theoretical foundation (embodied interaction), a welldefined methodology (user-centered design) and an important domain with large societal importance and commercial potential (mobile life). Eventually the center will create an experimental mobile services ecosystem, which will serve as an open arena where partners from academia and industry can develop our vision an abundant future marketplace for future mobile servíces

Entertaining situated messaging at home

Leisure and entertainment-based computing has been traditionally associated with interactive entertainment media and game playing, yet the forms of engagement offered by these technologies only support a small part of how we act when we are at leisure. In this paper, we move away from the paradigm of leisure technology as computer-based entertainment consumption, and towards a broader view of leisure computing. This perspective is more in line with our everyday experience of leisure as an embodied, everyday accomplishment in which people artfully employ the everyday resources in the world around them in carrying out their daily lives outside of work. We develop this extended notion of leisure using data from a field study of domestic communication focusing on asynchronous and situated messaging to explore some of these issues, and develop these findings towards design implications for leisure technologies. Central to our discussion on the normal, everyday and occasioned conduct of leisure lie the notions of playfulness and creativity, the interweaving of the worlds of work and leisure, and in the creation of embodied displays of affect, all of which may be seen manifested in the use of messaging artefacts. This view of technology in support of leisure-in-the-broad is strongly divergent from traditional entertainment computing models in its coupling of the mechanics of the organisation of everyday life to the ways that we make entertainment for ourselves. This recognition allows us to draw specific implications for domestic situated messaging technologies, but also more generally for technology design by tying activities that we tend to regard as purely functional to other multifaceted and leisure-related purposes

Innovation in Mobile Learning: A European Perspective

In the evolving landscape of mobile learning, European researchers have conducted significant mobile learning projects, representing a distinct perspective on mobile learning research and development. Our paper aims to explore how these projects have arisen, showing the driving forces of European innovation in mobile learning. We propose context as a central construct in mobile learning and examine theories of learning for the mobile world, based on physical, technological, conceptual, social and temporal mobility. We also examine the impacts of mobile learning research on educational practices and the implications for policy. Throughout, we identify lessons learnt from European experiences to date

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Europe In the Round CD‐ROM, Guildford, Vocational Technologies, 1994

The genesis and development of mobile learning in Europe

In the past two decades, European researchers have conducted many significant mobile learning projects. The chapter explores how these projects have arisen and what each one has contributed, so as to show the driving forces and outcomes of European innovation in mobile learning. The authors identify context as a central construct in European researchers’ conceptualizations of mobile learning and examine theories of learning for the mobile world, based on physical, technological, conceptual, social and temporal mobility. The authors also examine the impacts of mobile learning research on educational practices and the implications for policy. Finally, they suggest future challenges for researchers, developers and policy makers in shaping the future of mobile learning