Enhanced Learning of Jazz Chords with a Projector Based Piano Keyboard Augmentation

Published version: https://www.springer.com/gp/book/9783030353421acceptedVersio

Improving the Usability of Interactive Systems by Incorporating Design Thinking into the Engineering Process: Raising Computer Science Students’ Awareness of Quality versus Quantity in Ideation

acceptedVersio

An image-based visual strategy for working with color contrasts during design

acceptedVersio

Head-Mounted Augmented Reality Displays on the Cheap: A DIY Approach to Sketching and Prototyping Low-Vision Assistive Technologies

Several wearable augmented reality devices have emerged in recent years. Although these devices target users with 20/20 vision, they have also been explored as low vision aids. However, such devices are still relatively inaccessible and expensive. This study explores one of the inexpensive commercial head-mounted see-through display, google cardboard, and a simple homemade wearable augmented reality display. The experimentation reveals that, although not perfect, the homemade device built using a smartphone and common household scrap items is the most promising platform for experimenting with visual aids

Technology students’ perceptions of learning in higher education

This study set out to probe students’ thoughts regarding what engaged them to learn, what did not, and what they envisage an engaging future higher education to be in relation to the status quo. A journal writing activity based on two open questions was designed. Written responses were obtained from 17 bachelor students enrolled onto several technology study programmes. The qualitative data were catalogued and analysed from perspectives of technology, organisation, and pedagogy. The results showed that students’ thoughts focus on the importance of active learning, with insights drawn from technology-related learning tools, organisational concerns such as physical environments and counselling support, pedagogical issues including motivation, lecture, and feedback. Possible interventional measures for effective engagement were discussed

Visual augmentation of printed materials with intelligent see-through glass displays: A prototype based on smartphone and pepper’s ghost

—Augmented reality technologies have been applied in educational contexts to enhance traditional textbooks with socalled mixed reality books where static printed context is augmented with dynamic content. These techniques sometimes exploit mobile devices held in mid-air or displays placed behind the textbook. This paper presents a design case outlining a concept for augmenting printed material which operated in the 2D plane by superimposing images on top of the printed material. The contents of a smartphone display are reflected via the printed surface. Several use cases are discussed. The method holds potential for both education and accessibility

Rethinking Audio Editing Visualizations: Towards Better Visual Search in Audio Editing Interfaces

QueryWaveform visualization is a key tool in audio editing. However, the visualization of audio waveforms has changed little since the emergence of the first software systems for audio editing several decades ago. This paper explores how audio is visualized. This paper shows that the commonly used time-domain representation exhibits redundant information that occupies valuable display real-estate in most audio editing software. An alternative waveform visualization approach is proposed that exploits elements from the existing visualization conventions while enhancing features that are important in visual search through digital audio. Alternatively, the method is a means for making more efficient use of the display real-estate. The proposed method is discussed in terms of its suitability for various visualization situations

Universally Designed Text on the Web: Towards Readability Criteria Based on Anti-Patterns

The readability of web text s affects accessibility. The Web Content Acces sibility guidelines (WCAG) state that the recommended reading level should match that of someone who has completed basic schooling. However, WCAG do es not give advice on what constitutes an appropriate reading level. Web authors need tools to help composi n g WCAG compliant texts , and s pecific criteria are needed. C lassic readability metrics are generally based on lengths of words and sentences and have been criticized for being over - simplistic. Automatic measures and classifications of texts’ reading levels employing more advanced constructs remain a n unresolved problem. If such measures were feasible, what should these be? This work examines three language constructs not captured by current readability indices but believed to significantly affect actual read ability, namely, relative clauses, garden path sentences, and left - branching structures. The goal is to see whether quantifications of these stylistic features reflect readability and how they correspond to common readability measures. Manual assessments o f a set of authentic web texts for such uses were conducted. The results reveal that texts related to narratives such as children’s stories, which are given the highest readability value, do not contain these constructs. The structures in question occur mo re frequently in expository texts that aim at educating or disseminating information such as strategy and journal articles. The results suggest that language anti - patterns hold potential for establishing a set of deeper readability criteria

A Simple MVC-Framework for Local Management of Online Course Material

Managing online materials for large classes can be time-consuming and error prone. In particular, it can be challenging to manage long lists of students, lecture progress, and auditorium schedules as these often change on a daily basis. We therefore introduce a simple Model-View-Controller (MVC) framework implemented in Excel that can help teachers handle daily tasks more efficiently. Examples include how to generate lecture plans, student presentation schedules, and peer-review plans for students. The authors have successfully used the system for more than five years in several courses. The framework simplifies the task of reusing material from one teaching semester to another. Teachers only need to focus on the content and not the visual appearance