BitBox!:A case study interface for teaching real-time adaptive music composition for video games

Real-time adaptive music is now well-established as a popular medium, largely through its use in video game soundtracks. Commercial packages, such as fmod, make freely available the underlying technical methods for use in educational contexts, making adaptive music technologies accessible to students. Writing adaptive music, however, presents a significant learning challenge, not least because it requires a different mode of thought, and tutor and learner may have few mutual points of connection in discovering and understanding the musical drivers, relationships and structures in these works. This article discusses the creation of ‘BitBox!’, a gestural music interface designed to deconstruct and explain the component elements of adaptive composition through interactive play. The interface was displayed at the Dare Protoplay games exposition in Dundee in August 2014. The initial proof-of- concept study proved successful, suggesting possible refinements in design and a broader range of applications

Cross-modal extinction in a boy with severely autistic behaviour and high verbal intelligence

Anecdotal reports from individuals with autism suggest a loss of awareness to stimuli from one modality in the presence of stimuli from another. Here we document such a case in a detailed study of T.M., a 13-year-old boy with autism in whom significant autistic behaviors are combined with an uneven IQ profile of superior verbal and low performance abilities. Although T.M.'s speech is often unintelligible and his behavior is dominated by motor stereotypies and impulsivity, he can communicate by typing or pointing independently within a letter board. A series of experiments using simple and highly salient visual, auditory, and tactile stimuli demonstrated a hierarchy of cross-modal extinction, in which auditory information extinguished other modalities at various levels of processing. T.M. also showed deficits in shifting and sustaining attention. These results provide evidence for mono-channel perception in autism and suggest a general pattern of winner-takes-all processing in which a stronger stimulus-d riven representation dominates behavior, extinguishing weaker representations

Integration of advanced teleoperation technologies for control of space robots

Teleoperated robots require one or more humans to control actuators, mechanisms, and other robot equipment given feedback from onboard sensors. To accomplish this task, the human or humans require some form of control station. Desirable features of such a control station include operation by a single human, comfort, and natural human interfaces (visual, audio, motion, tactile, etc.). These interfaces should work to maximize performance of the human/robot system by streamlining the link between human brain and robot equipment. This paper describes development of a control station testbed with the characteristics described above. Initially, this testbed will be used to control two teleoperated robots. Features of the robots include anthropomorphic mechanisms, slaving to the testbed, and delivery of sensory feedback to the testbed. The testbed will make use of technologies such as helmet mounted displays, voice recognition, and exoskeleton masters. It will allow tor integration and testing of emerging telepresence technologies along with techniques for coping with control link time delays. Systems developed from this testbed could be applied to ground control of space based robots. During man-tended operations, the Space Station Freedom may benefit from ground control of IVA or EVA robots with science or maintenance tasks. Planetary exploration may also find advanced teleoperation systems to be very useful

Engineering data compendium. Human perception and performance. User's guide

The concept underlying the Engineering Data Compendium was the product of a research and development program (Integrated Perceptual Information for Designers project) aimed at facilitating the application of basic research findings in human performance to the design and military crew systems. The principal objective was to develop a workable strategy for: (1) identifying and distilling information of potential value to system design from the existing research literature, and (2) presenting this technical information in a way that would aid its accessibility, interpretability, and applicability by systems designers. The present four volumes of the Engineering Data Compendium represent the first implementation of this strategy. This is the first volume, the User's Guide, containing a description of the program and instructions for its use

Embedding mobile learning into everyday life settings

The increasing ubiquity of smartphones has changed the way we interact with information and acquire new knowledge. The prevalence of personal mobile devices in our everyday lives creates new opportunities for learning that exceed the narrow boundaries of a school’s classroom and provide the foundations for lifelong learning. Learning can now happen whenever and wherever we are; whether on the sofa at home, on the bus during our commute, or on a break at work. However, the flexibility offered by mobile learning also creates its challenges. Being able to learn anytime and anywhere does not necessarily result in learning uptake. Without the school environment’s controlled schedule and teacher guidance, the learners must actively initiate learning activities, keep up repetition schedules, and cope with learning in interruption-prone everyday environments. Both interruptions and infrequent repetition can harm the learning process and long-term memory retention. We argue that current mobile learning applications insufficiently support users in coping with these challenges. In this thesis, we explore how we can utilize the ubiquity of mobile devices to ensure frequent engagement with the content, focusing primarily on language learning and supporting users in dealing with learning breaks and interruptions. Following a user-centered design approach, we first analyzed mobile learning behavior in everyday settings. Based on our findings, we proposed concepts and designs, developed research prototypes, and evaluated them in laboratory and field evaluations with a specific focus on user experience. To better understand users’ learning behavior with mobile devices, we first characterized their interaction with mobile learning apps through a detailed survey and a diary study. Both methods confirmed the enormous diversity in usage situations and preferences. We observed that learning often happens unplanned, infrequently, among the company of friends or family, or while simultaneously performing secondary tasks such as watching TV or eating. The studies further uncovered a significant prevalence of interruptions in everyday settings that affected users’ learning behavior, often leading to suspension and termination of the learning activities. We derived design implications to support learning in diverse situations, particularly aimed at mitigating the adverse effects of multitasking and interruptions. The proposed strategies should help designers and developers create mobile learning applications that adapt to the opportunities and challenges of learning in everyday mobile settings. We explored four main challenges, emphasizing that (1) we need to consider that Learning in Everyday Settings is Diverse and Interruption-prone, (2) learning performance is affected by Irregular and Infrequent Practice Behavior, (3) we need to move From Static to Personalized Learning, and (4) that Interruptions and Long Learning Breaks can Negatively Affect Performance. To tackle these challenges, we propose to embed learning into everyday smartphone interactions, which could foster frequent engagement with – and implicitly personalize – learning content (according to users’ interests and skills). Further, we investigate how memory cues could be applied to support task resumption after interruptions in mobile learning. To confirm that our idea of embedding learning into everyday interactions can increase exposure, we developed an application integrating learning tasks into the smartphone authentication process. Since unlocking the smartphone is a frequently performed action without any other purpose, our subjects appreciated the idea of utilizing this process to perform quick and simple learning interactions. Evidence from a comparative user study showed that embedding learning tasks into the unlocking mechanism led to significantly more interactions with the learning content without impairing the learning quality. We further explored a method for embedding language comprehension assessment into users’ digital reading and listening activities. By applying physiological measurements as implicit input, we reliably detected unknown words during laboratory evaluations. Identifying such knowledge gaps could be used for the provision of in-situ support and to inform the generation of personalized language learning content tailored to users’ interests and proficiency levels. To investigate memory cueing as a concept to support task resumption after interruptions, we complemented a theoretical literature analysis of existing applications with two research probes implementing and evaluating promising design concepts. We showed that displaying memory cues when the user resumes the learning activity after an interruption improves their subjective user experience. A subsequent study presented an outlook on the generalizability of memory cues beyond the narrow use case of language learning. We observed that the helpfulness of memory cues for reflecting on prior learning is highly dependent on the design of the cues, particularly the granularity of the presented information. We consider interactive cues for specific memory reactivation (e.g., through multiple-choice questions) a promising scaffolding concept for connecting individual micro-learning sessions when learning in everyday settings. The tools and applications described in this thesis are a starting point for designing applications that support learning in everyday settings. We broaden the understanding of learning behavior and highlight the impact of interruptions in our busy everyday lives. While this thesis focuses mainly on language learning, the concepts and methods have the potential to be generalized to other domains, such as STEM learning. We reflect on the limitations of the presented concepts and outline future research perspectives that utilize the ubiquity of mobile devices to design mobile learning interactions for everyday settings.Die Allgegenwärtigkeit von Smartphones verändert die Art und Weise wie wir mit Informationen umgehen und Wissen erwerben. Die weite Verbreitung von mobilen Endgeräten in unserem täglichen Leben führt zu neuen Möglichkeiten des Lernens, welche über die engen Grenzen eines Klassenraumes hinausreichen und das Fundament für lebenslanges Lernen schaffen. Lernen kann nun zu jeder Zeit und an jedem Ort stattfinden: auf dem Sofa Zuhause, im Bus während des Pendelns oder in der Pause auf der Arbeit. Die Flexibilität des mobilen Lernens geht jedoch zeitgleich mit Herausforderungen einher. Ohne den kontrollierten Ablaufplan und die Unterstützung der Lehrpersonen im schulischen Umfeld sind die Lernenden selbst dafür verantwortlich, aktiv Lernsitzungen zu initiieren, Wiederholungszyklen einzuhalten und Lektionen in unterbrechungsanfälligen Alltagssituationen zu meistern. Sowohl Unterbrechungen als auch unregelmäßige Wiederholung von Inhalten können den Lernprozess behindern und der Langzeitspeicherung der Informationen schaden. Wir behaupten, dass aktuelle mobile Lernanwendungen die Nutzer*innen nur unzureichend in diesen Herausforderungen unterstützen. In dieser Arbeit erforschen wir, wie wir uns die Allgegenwärtigkeit mobiler Endgeräte zunutze machen können, um zu erreichen, dass Nutzer*innen regelmäßig mit den Lerninhalten interagieren. Wir fokussieren uns darauf, sie im Umgang mit Unterbrechungen und Lernpausen zu unterstützen. In einem nutzerzentrierten Designprozess analysieren wir zunächst das Lernverhalten auf mobilen Endgeräten in alltäglichen Situationen. Basierend auf den Erkenntnissen schlagen wir Konzepte und Designs vor, entwickeln Forschungsprototypen und werten diese in Labor- und Feldstudien mit Fokus auf User Experience (wörtl. “Nutzererfahrung”) aus. Um das Lernverhalten von Nutzer*innen mit mobilen Endgeräten besser zu verstehen, versuchen wir zuerst die Interaktionen mit mobilen Lernanwendungen durch eine detaillierte Umfrage und eine Tagebuchstudie zu charakterisieren. Beide Methoden bestätigen eine enorme Vielfalt von Nutzungssituationen und -präferenzen. Wir beobachten, dass Lernen oft ungeplant, unregelmäßig, im Beisein von Freunden oder Familie, oder während der Ausübung anderer Tätigkeiten, beispielsweise Fernsehen oder Essen, stattfindet. Die Studien decken zudem Unterbrechungen in Alltagssituationen auf, welche das Lernverhalten der Nutzer*innen beeinflussen und oft zum Aussetzen oder Beenden der Lernaktivität führen. Wir leiten Implikationen ab, um Lernen in vielfältigen Situationen zu unterstützen und besonders die negativen Einflüsse von Multitasking und Unterbrechungen abzuschwächen. Die vorgeschlagenen Strategien sollen Designer*innen und Entwickler*innen helfen, mobile Lernanwendungen zu erstellen, welche sich den Möglichkeiten und Herausforderungen von Lernen in Alltagssituationen anpassen. Wir haben vier zentrale Herausforderungen identifiziert: (1) Lernen in Alltagssituationen ist divers und anfällig für Unterbrechungen; (2) Die Lerneffizienz wird durch unregelmäßiges Wiederholungsverhalten beeinflusst; (3) Wir müssen von statischem zu personalisiertem Lernen übergehen; (4) Unterbrechungen und lange Lernpausen können dem Lernen schaden. Um diese Herausforderungen anzugehen, schlagen wir vor, Lernen in alltägliche Smartphoneinteraktionen einzubetten. Dies führt zu einer vermehrten Beschäftigung mit Lerninhalten und könnte zu einer impliziten Personalisierung von diesen anhand der Interessen und Fähigkeiten der Nutzer*innen beitragen. Zudem untersuchen wir, wie Memory Cues (wörtl. “Gedächtnishinweise”) genutzt werden können, um das Fortsetzen von Aufgaben nach Unterbrechungen im mobilen Lernen zu erleichtern. Um zu zeigen, dass unsere Idee des Einbettens von Lernaufgaben in alltägliche Interaktionen wirklich die Beschäftigung mit diesen erhöht, haben wir eine Anwendung entwickelt, welche Lernaufgaben in den Entsperrprozess von Smartphones integriert. Da die Authentifizierung auf dem Mobilgerät eine häufig durchgeführte Aktion ist, welche keinen weiteren Mehrwert bietet, begrüßten unsere Studienteilnehmenden die Idee, den Prozess für die Durchführung kurzer und einfacher Lerninteraktionen zu nutzen. Ergebnisse aus einer vergleichenden Nutzerstudie haben gezeigt, dass die Einbettung von Aufgaben in den Entsperrprozess zu signifikant mehr Interaktionen mit den Lerninhalten führt, ohne dass die Lernqualität beeinträchtigt wird. Wir haben außerdem eine Methode untersucht, welche die Messung von Sprachverständnis in die digitalen Lese- und Höraktivitäten der Nutzer*innen einbettet. Mittels physiologischer Messungen als implizite Eingabe können wir in Laborstudien zuverlässig unbekannte Wörter erkennen. Die Aufdeckung solcher Wissenslücken kann genutzt werden, um in-situ Untestützung bereitzustellen und um personalisierte Lerninhalte zu generieren, welche auf die Interessen und das Wissensniveau der Nutzer*innen zugeschnitten sind. Um Memory Cues als Konzept für die Unterstützung der Aufgabenfortsetzung nach Unterbrechungen zu untersuchen, haben wir eine theoretische Literaturanalyse von bestehenden Anwendungen um zwei Forschungsarbeiten erweitert, welche vielversprechende Designkonzepte umsetzen und evaluieren. Wir haben gezeigt, dass die Präsentation von Memory Cues die subjektive User Experience verbessert, wenn der Nutzer die Lernaktivität nach einer Unterbrechung fortsetzt. Eine Folgestudie stellt einen Ausblick auf die Generalisierbarkeit von Memory Cues dar, welcher über den Tellerrand des Anwendungsfalls Sprachenlernen hinausschaut. Wir haben beobachtet, dass der Nutzen von Memory Cues für das Reflektieren über gelernte Inhalte stark von dem Design der Cues abhängt, insbesondere von der Granularität der präsentierten Informationen. Wir schätzen interaktive Cues zur spezifischen Gedächtnisaktivierung (z.B. durch Mehrfachauswahlfragen) als einen vielversprechenden Unterstützungsansatz ein, welcher individuelle Mikrolerneinheiten im Alltag verknüpfen könnte. Die Werkzeuge und Anwendungen, die in dieser Arbeit beschrieben werden, sind ein Startpunkt für das Design von Anwendungen, welche das Lernen in Alltagssituationen unterstützen. Wir erweitern das Verständnis, welches wir von Lernverhalten im geschäftigen Alltagsleben haben und heben den Einfluss von Unterbrechungen in diesem hervor. Während sich diese Arbeit hauptsächlich auf das Lernen von Sprachen fokussiert, haben die vorgestellten Konzepte und Methoden das Potential auf andere Bereiche übertragen zu werden, beispielsweise das Lernen von MINT Themen. Wir reflektieren über die Grenzen der präsentierten Konzepte und skizzieren Perspektiven für zukünftige Forschungsarbeiten, welche sich die Allgegenwärtigkeit von mobilen Endgeräten zur Gestaltung von Lernanwendungen für den Alltag zunutze machen

Shaping memory consolidation via targeted memory reactivation during sleep

Recent studies have shown that the reactivation of specific memories during sleep can be modulated using external stimulation. Specifically, it has been reported that matching a sensory stimulus (e.g., odor or sound cue) with target information (e.g., pairs of words, pictures, and motor sequences) during wakefulness, and then presenting the cue alone during sleep, facilitates memory of the target information. Thus, presenting learned cues while asleep may reactivate related declarative, procedural, and emotional material, and facilitate the neurophysiological processes underpinning memory consolidation in humans. This paradigm, which has been named targeted memory reactivation, has been successfully used to improve visuospatial and verbal memories, strengthen motor skills, modify implicit social biases, and enhance fear extinction. However, these studies also show that results depend on the type of memory investigated, the task employed, the sensory cue used, and the specific sleep stage of stimulation. Here, we present a review of how memory consolidation may be shaped using noninvasive sensory stimulation during sleep

Contextual awareness, messaging and communication in nomadic audio environments

Thesis (M.S.)--Massachusetts Institute of Technology, Program in Media Arts & Sciences, 1998.Includes bibliographical references (p. 119-122).Nitin Sawhney.M.S

Optimizing The Design Of Multimodal User Interfaces

Due to a current lack of principle-driven multimodal user interface design guidelines, designers may encounter difficulties when choosing the most appropriate display modality for given users or specific tasks (e.g., verbal versus spatial tasks). The development of multimodal display guidelines from both a user and task domain perspective is thus critical to the achievement of successful human-system interaction. Specifically, there is a need to determine how to design task information presentation (e.g., via which modalities) to capitalize on an individual operator\u27s information processing capabilities and the inherent efficiencies associated with redundant sensory information, thereby alleviating information overload. The present effort addresses this issue by proposing a theoretical framework (Architecture for Multi-Modal Optimization, AMMO) from which multimodal display design guidelines and adaptive automation strategies may be derived. The foundation of the proposed framework is based on extending, at a functional working memory (WM) level, existing information processing theories and models with the latest findings in cognitive psychology, neuroscience, and other allied sciences. The utility of AMMO lies in its ability to provide designers with strategies for directing system design, as well as dynamic adaptation strategies (i.e., multimodal mitigation strategies) in support of real-time operations. In an effort to validate specific components of AMMO, a subset of AMMO-derived multimodal design guidelines was evaluated with a simulated weapons control system multitasking environment. The results of this study demonstrated significant performance improvements in user response time and accuracy when multimodal display cues were used (i.e., auditory and tactile, individually and in combination) to augment the visual display of information, thereby distributing human information processing resources across multiple sensory and WM resources. These results provide initial empirical support for validation of the overall AMMO model and a sub-set of the principle-driven multimodal design guidelines derived from it. The empirically-validated multimodal design guidelines may be applicable to a wide range of information-intensive computer-based multitasking environments