2,558 research outputs found

    Tangible user interfaces : past, present and future directions

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    In the last two decades, Tangible User Interfaces (TUIs) have emerged as a new interface type that interlinks the digital and physical worlds. Drawing upon users' knowledge and skills of interaction with the real non-digital world, TUIs show a potential to enhance the way in which people interact with and leverage digital information. However, TUI research is still in its infancy and extensive research is required in or- der to fully understand the implications of tangible user interfaces, to develop technologies that further bridge the digital and the physical, and to guide TUI design with empirical knowledge. This paper examines the existing body of work on Tangible User In- terfaces. We start by sketching the history of tangible user interfaces, examining the intellectual origins of this field. We then present TUIs in a broader context, survey application domains, and review frame- works and taxonomies. We also discuss conceptual foundations of TUIs including perspectives from cognitive sciences, phycology, and philoso- phy. Methods and technologies for designing, building, and evaluating TUIs are also addressed. Finally, we discuss the strengths and limita- tions of TUIs and chart directions for future research

    Fostering collaboration in kindergarten through an augmented reality game

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    Kindergarten children are a very special class of users, since they are in a primary stage of life, when they must learn how to live in society, e.g. to listen and respect the others’ opinions, share the same objects and also help each other. This study presents an Augmented Reality game, in which kinder garten children were able to collaborate in a spontaneous way supported by motivation, enjoyment and curiosity. This game allows children to explore concepts like the animals and the en vironments they live in by using Augmented Reality markers and a wooden board. These markers are the game pieces and through them children are able to manipulate 3D virtual models. Experiments were performed with several classes of students in different schools. Results suggest that the game is effective in maintaining high levels of motivation and collaboration among children, particularly when using immediate feedback.info:eu-repo/semantics/publishedVersio

    Enhancing interaction in mixed reality

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    With continuous technological innovation, we observe mixed reality emerging from research labs into the mainstream. The arrival of capable mixed reality devices transforms how we are entertained, consume information, and interact with computing systems, with the most recent being able to present synthesized stimuli to any of the human senses and substantially blur the boundaries between the real and virtual worlds. In order to build expressive and practical mixed reality experiences, designers, developers, and stakeholders need to understand and meet its upcoming challenges. This research contributes a novel taxonomy for categorizing mixed reality experiences and guidelines for designing mixed reality experiences. We present the results of seven studies examining the challenges and opportunities of mixed reality experiences, the impact of modalities and interaction techniques on the user experience, and how to enhance the experiences. We begin with a study determining user attitudes towards mixed reality in domestic and educational environments, followed by six research probes that each investigate an aspect of reality or virtuality. In the first, a levitating steerable projector enables us to investigate how the real world can be enhanced without instrumenting the user. We show that the presentation of in-situ instructions for navigational tasks leads to a significantly higher ability to observe and recall real-world landmarks. With the second probe, we enhance the perception of reality by superimposing information usually not visible to the human eye. In amplifying the human vision, we enable users to perceive thermal radiation visually. Further, we examine the effect of substituting physical components with non-functional tangible proxies or entirely virtual representations. With the third research probe, we explore how to enhance virtuality to enable a user to input text on a physical keyboard while being immersed in the virtual world. Our prototype tracked the user’s hands and keyboard to enable generic text input. Our analysis of text entry performance showed the importance and effect of different hand representations. We then investigate how to touch virtuality by simulating generic haptic feedback for virtual reality and show how tactile feedback through quadcopters can significantly increase the sense of presence. Our final research probe investigates the usability and input space of smartphones within mixed reality environments, pairing the user’s smartphone as an input device with a secondary physical screen. Based on our learnings from these individual research probes, we developed a novel taxonomy for categorizing mixed reality experiences and guidelines for designing mixed reality experiences. The taxonomy is based on the human sensory system and human capabilities of articulation. We showcased its versatility and set our research probes into perspective by organizing them inside the taxonomic space. The design guidelines are divided into user-centered and technology-centered. It is our hope that these will contribute to the bright future of mixed reality systems while emphasizing the new underlining interaction paradigm.Mixed Reality (vermischte Realitäten) gehen aufgrund kontinuierlicher technologischer Innovationen langsam von der reinen Forschung in den Massenmarkt über. Mit der Einführung von leistungsfähigen Mixed-Reality-Geräten verändert sich die Art und Weise, wie wir Unterhaltungsmedien und Informationen konsumieren und wie wir mit Computersystemen interagieren. Verschiedene existierende Geräte sind in der Lage, jeden der menschlichen Sinne mit synthetischen Reizen zu stimulieren. Hierdurch verschwimmt zunehmend die Grenze zwischen der realen und der virtuellen Welt. Um eindrucksstarke und praktische Mixed-Reality-Erfahrungen zu kreieren, müssen Designer und Entwicklerinnen die künftigen Herausforderungen und neuen Möglichkeiten verstehen. In dieser Dissertation präsentieren wir eine neue Taxonomie zur Kategorisierung von Mixed-Reality-Erfahrungen sowie Richtlinien für die Gestaltung von solchen. Wir stellen die Ergebnisse von sieben Studien vor, in denen die Herausforderungen und Chancen von Mixed-Reality-Erfahrungen, die Auswirkungen von Modalitäten und Interaktionstechniken auf die Benutzererfahrung und die Möglichkeiten zur Verbesserung dieser Erfahrungen untersucht werden. Wir beginnen mit einer Studie, in der die Haltung der nutzenden Person gegenüber Mixed Reality in häuslichen und Bildungsumgebungen analysiert wird. In sechs weiteren Fallstudien wird jeweils ein Aspekt der Realität oder Virtualität untersucht. In der ersten Fallstudie wird mithilfe eines schwebenden und steuerbaren Projektors untersucht, wie die Wahrnehmung der realen Welt erweitert werden kann, ohne dabei die Person mit Technologie auszustatten. Wir zeigen, dass die Darstellung von in-situ-Anweisungen für Navigationsaufgaben zu einer deutlich höheren Fähigkeit führt, Sehenswürdigkeiten der realen Welt zu beobachten und wiederzufinden. In der zweiten Fallstudie erweitern wir die Wahrnehmung der Realität durch Überlagerung von Echtzeitinformationen, die für das menschliche Auge normalerweise unsichtbar sind. Durch die Erweiterung des menschlichen Sehvermögens ermöglichen wir den Anwender:innen, Wärmestrahlung visuell wahrzunehmen. Darüber hinaus untersuchen wir, wie sich das Ersetzen von physischen Komponenten durch nicht funktionale, aber greifbare Replikate oder durch die vollständig virtuelle Darstellung auswirkt. In der dritten Fallstudie untersuchen wir, wie virtuelle Realitäten verbessert werden können, damit eine Person, die in der virtuellen Welt verweilt, Text auf einer physischen Tastatur eingeben kann. Unser Versuchsdemonstrator detektiert die Hände und die Tastatur, zeigt diese in der vermischen Realität an und ermöglicht somit die verbesserte Texteingaben. Unsere Analyse der Texteingabequalität zeigte die Wichtigkeit und Wirkung verschiedener Handdarstellungen. Anschließend untersuchen wir, wie man Virtualität berühren kann, indem wir generisches haptisches Feedback für virtuelle Realitäten simulieren. Wir zeigen, wie Quadrokopter taktiles Feedback ermöglichen und dadurch das Präsenzgefühl deutlich steigern können. Unsere letzte Fallstudie untersucht die Benutzerfreundlichkeit und den Eingaberaum von Smartphones in Mixed-Reality-Umgebungen. Hierbei wird das Smartphone der Person als Eingabegerät mit einem sekundären physischen Bildschirm verbunden, um die Ein- und Ausgabemodalitäten zu erweitern. Basierend auf unseren Erkenntnissen aus den einzelnen Fallstudien haben wir eine neuartige Taxonomie zur Kategorisierung von Mixed-Reality-Erfahrungen sowie Richtlinien für die Gestaltung von solchen entwickelt. Die Taxonomie basiert auf dem menschlichen Sinnessystem und den Artikulationsfähigkeiten. Wir stellen die vielseitige Verwendbarkeit vor und setzen unsere Fallstudien in Kontext, indem wir sie innerhalb des taxonomischen Raums einordnen. Die Gestaltungsrichtlinien sind in nutzerzentrierte und technologiezentrierte Richtlinien unterteilt. Es ist unsere Anliegen, dass diese Gestaltungsrichtlinien zu einer erfolgreichen Zukunft von Mixed-Reality-Systemen beitragen und gleichzeitig die neuen Interaktionsparadigmen hervorheben

    RTST Trend Report: lead theme Contextualisation

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    Specht, M., Börner, D., Tabuenca, B., Ternier, S., De Vries, F., Kalz, M., Drachsler, H., & Schmitz, B. (2012). RTST Trend Report: lead theme Contextualisation. Deliverable 1.7 of STELLAR network of excellence. Heerlen, The Netherlands.In summary this trend-scouting report highlights different design dimensions of contextualizing learning. On the one hand designing educational context: the components and constituents of the educational setting, which also have to be orchestrated in an instructional design or the process of orchestration (Luckin, 2010, Specht, 2009) on the other hand bridging and linking learning contexts for seamless learning support: Wong et al. define design dimensions of seamless learning experiences and which gaps they identify and what challenges must be tackled to create seamless learning experiences (Wong, 2011).STELLAR Network of Excellence, Grant 23191

    VR Lab: User Interaction in Virtual Environments using Space and Time Morphing

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    Virtual Reality (VR) allows exploring changes in space and time that would otherwise be difficult to simulate in the real world. It becomes possible to transform the virtual world by increasing or diminishing distances or playing with time delays. Analysing the adaptability of users to different space-time conditions allows studying human perception and finding the right combination of interaction paradigms. Different methods have been proposed in the literature to offer users intuitive techniques for navigating wide virtual spaces, even if restricted to small physical play areas. Other studies investigate latency tolerance, suggesting humans’ inability to detect slight discrepancies between visual and proprioceptive sensory information. These studies contribute valuable insights for designing immersive virtual experiences and interaction techniques suitable for each task. This dissertation presents the design, implementation, and evaluation of a tangible VR Lab where spatiotemporal morphing scenarios can be studied. As a case study, we restricted the scope of the research to three spatial morphing scenarios and one temporal morphing scenario. The spatial morphing scenarios compared Euclidean and hyperbolic geometries, studied size discordance between physical and virtual objects, and the representation of hands in VR. The temporal morphing scenario investigated from what visual delay the task performance is affected. The users’ adaptability to the different spatiotemporal conditions was assessed based on task completion time, questionnaires, and observed behaviours. The results revealed significant differences between Euclidean and hyperbolic spaces. They also showed a preference for handling virtual and physical objects with concordant sizes, without any virtual representation of the hands. Although task performance was affected from 200 ms onwards, participants considered the ease of the task to be affected only from 500 ms visual delay onwards.A Realidade Virtual (RV) permite explorar mudanças no espaço e no tempo que de outra forma seriam difíceis de simular no mundo real. Torna-se possível transformar o mundo virtual aumentando ou diminuindo as distâncias ou manipulando os atrasos no tempo. A análise da adaptabilidade dos utilizadores a diferentes condições espaço-temporais permite estudar a perceção humana e encontrar a combinação certa de paradigmas de interação. Diferentes métodos têm sido propostos na literatura para oferecer aos utilizadores técnicas intuitivas de navegação em espaços virtuais amplos, mesmo que restritos a pequenas áreas físicas de jogo. Outros estudos investigam a tolerância à latência, sugerindo a incapacidade do ser humano de detetar ligeiras discrepâncias entre a informação sensorial visual e propriocetiva. Estes estudos contribuem com valiosas informações para conceber experiências virtuais imersivas e técnicas de interação adequadas a cada tarefa. Esta dissertação apresenta o desenho, implementação e avaliação de um Laboratório de RV tangível onde podem ser estudados cenários de distorção espaço-temporal. Como estudo de caso, restringimos o âmbito da investigação a três cenários de distorção espacial e um cenário de distorção temporal. Os cenários de distorção espacial compararam geometrias Euclidianas e hiperbólicas, estudaram a discordância de tamanho entre objetos físicos e virtuais, e a representação das mãos em RV. O cenário de distorção temporal investigou a partir de que atraso visual o desempenho da tarefa é afetado. A adaptabilidade dos utilizadores às diferentes condições espaço-temporais foi avaliada com base no tempo de conclusão da tarefa, questionários, e comportamentos observados. Os resultados revelaram diferenças significativas entre os espaços Euclidiano e hiperbólico. Também mostraram a preferência pelo manuseamento de objetos virtuais e físicos com tamanhos concordantes, sem qualquer representação virtual das mãos. Embora o desempenho da tarefa tenha sido afetado a partir dos 200 ms, os participantes consideraram que a facilidade da tarefa só foi afetada a partir dos 500 ms de atraso visual

    Enhancing learning with technology

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    Specht, M., & Klemke, R. (2013, 26-27 September). Enhancing Learning with Technology. In D. Milosevic (Ed.), Proceedings of the fourth international conference on eLearning (eLearning 2013) (pp. 37-45). Belgrade Metropolitan University, Belgrade, Serbia. http://econference.metropolitan.ac.rs/We are living in a technology-enhanced world. Also learning is affected by recent, upcoming, and foreseen technological changes. This paper gives a bird’s eye view to technological trends and reflects how learning can benefit from them
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