42,109 research outputs found
Haptic Experience and the Design of Drawing Interfaces
Haptic feedback has the potential to enhance users’ sense of being engaged and creative in their artwork. Current work on providing haptic feedback in computer-based drawing applications has focused mainly on the realism of the haptic sensation rather than the users’ experience of that sensation in the context of their creative work. We present a study that focuses on user experience of three haptic drawing interfaces. These interfaces were based on two different haptic metaphors, one of which mimicked familiar drawing tools (such as pen, pencil or crayon on smooth or rough paper) and the other of which drew on abstract descriptors of haptic experience (roughness, stickiness, scratchiness and smoothness). It was found that users valued having control over the haptic sensation; that each metaphor was preferred by approximately half of the participants; and that the real world metaphor interface was considered more helpful than the abstract one, whereas the abstract interface was considered to better support creativity. This suggests that future interfaces for artistic work should have user-modifiable interaction styles for controlling the haptic sensation
Creativity support tools: report from a U.S. National Science Foundation sponsored workshop
International Journal of Human-Computer Interaction, 20(2): pp. 61-77.Creativity support tools is a research topic with high risk but potentially very high
payoff. The goal is to develop improved software and user interfaces that empower
users to be not only more productive but also more innovative. Potential users include
software and other engineers, diverse scientists, product and graphic designers, architects,
educators, students, and many others. Enhanced interfaces could enable more
effective searching of intellectual resources, improved collaboration among teams,
and more rapid discovery processes. These advanced interfaces should also provide
potent support in hypothesis formation, speedier evaluation of alternatives, improved
understanding through visualization, and better dissemination of results. For
creative endeavors that require composition of novel artifacts (e.g., computer programs,
scientific papers, engineering diagrams, symphonies, artwork), enhanced interfaces
could facilitate exploration of alternatives, prevent unproductive choices, and
enable easy backtracking. This U.S. National Science Foundation sponsored workshop
brought together 25 research leaders and graduate students to share experiences,
identify opportunities, and formulate research challenges. Two key outcomes
emerged: (a) encouragement to evaluate creativity support tools through multidimensional
in-depth longitudinal case studies and (b) formulation of 12 principles for design
of creativity support tools.
As Galileo struggled to view Jupiter through his newly built telescope, he adjusted
the lenses and saw four twinkling points of light nearby. After recording
their positions carefully, Galileo compared them to his drawings from
previous nights. His conclusion that Jupiter had four moons circling it was a
profound insight with far reaching implications
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On Birthing Dancing Stars: The Need for Bounded Chaos in Information Interaction
While computers causing chaos is acommon social trope, nearly the entirety of the history of computing is dedicated to generating order. Typical interactive information retrieval tasks ask computers to support the traversal and exploration of large, complex information spaces. The implicit assumption is that they are to support users in simplifying the complexity (i.e. in creating order from chaos). But for some types of task, particularly those that involve the creative application or synthesis of knowledge or the creation of new knowledge, this assumption may be incorrect. It is increasingly evident that perfect order—and the systems we create with it—support highly-structured information tasks well, but provide poor support for less-structured tasks.We need digital information environments that help create a little more chaos from order to spark creative thinking and knowledge creation. This paper argues for the need for information systems that offerwhat we term ‘bounded chaos’, and offers research directions that may support the creation of such interface
Sticks, balls or a ribbon? Results of a formative user study with bioinformaticians
User interfaces in modern bioinformatics tools are designed for experts. They are too complicated for\ud
novice users such as bench biologists. This report presents the full results of a formative user study as part of a\ud
domain and requirements analysis to enhance user interfaces and collaborative environments for\ud
multidisciplinary teamwork. Contextual field observations, questionnaires and interviews with bioinformatics\ud
researchers of different levels of expertise and various backgrounds were performed in order to gain insight into\ud
their needs and working practices. The analysed results are presented as a user profile description and user\ud
requirements for designing user interfaces that support the collaboration of multidisciplinary research teams in\ud
scientific collaborative environments. Although the number of participants limits the generalisability of the\ud
findings, the combination of recurrent observations with other user analysis techniques in real-life settings\ud
makes the contribution of this user study novel
INNOWIZ: a guided framework for projects in industrial design education
This paper presents the concrete application of the INNOWIZ methodology in a design education context. This methodical philosophy is used as a structural backbone in teaching the product design process to students in industrial product design. Observations and teaching experience concluded that these students need a METHOD to manage their creative processes, INSPIRATION in the form of tools and techniques to reach to the breakthrough ideas and make them more tangible one step at a time, and a PERSONAL APPROACH to tackle any specific situation and to deal with many different design briefs
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CreaTable Content and Tangible Interaction in Aphasia
Multimedia digital content (combining pictures, text and music) is ubiquitous. The process of creating such content using existing tools typically requires complex, language-laden interactions which pose a challenge for users with aphasia (a language impairment following brain injury). Tangible interactions offer a potential means to address this challenge, however, there has been little work exploring their potential for this purpose. In this paper, we present CreaTable – a platform that enables us to explore tangible interaction as a means of supporting digital content creation for people with aphasia. We report details of the co-design of CreaTable and findings from a digital creativity workshop. Workshop findings indicated that CreaTable enabled people with aphasia to create something they would not otherwise have been able to. We report how users’ aphasia profiles affected their experience, describe tensions in collaborative content creation and provide insight into more accessible content creation using tangibles
Coherence compilation: applying AIED techniques to the reuse of educational resources
The HomeWork project is building an exemplar system to provide individualised experiences for individual and groups of children aged 6-7 years, their parents, teachers and classmates at school. It employs an existing set of broadcast video media and associated resources that tackle both numeracy and literacy at Key Stage 1. The system employs a learner model and a pedagogical model to identify what resource is best used with an individual child or group of children collaboratively at a particular learning point and at a particular location. The Coherence Compiler is that component of the system which is designed to impose an overall narrative coherence on the materials that any particular child is exposed to. This paper presents a high level vision of the design of the Coherence Compiler and sets its design within the overall framework of the HomeWork project and its learner and pedagogical models
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