Low-fi skin vision: A case study in rapid prototyping a sensory substitution system

We describe the design process we have used to develop a minimal, twenty vibration motor Tactile Vision Sensory Substitution (TVSS) system which enables blind-folded subjects to successfully track and bat a rolling ball and thereby experience 'skin vision'. We have employed a low-fi rapid prototyping approach to build this system and argue that this methodology is particularly effective for building embedded interactive systems. We support this argument in two ways. First, by drawing on theoretical insights from robotics, a discipline that also has to deal with the challenge of building complex embedded systems that interact with their environments; second, by using the development of our TVSS as a case study: describing the series of prototypes that led to our successful design and highlighting what we learnt at each stage

Can technology-rich spaces support multiple uses?

A number of technology-rich spaces have been designed and created over the last few years with the purpose of supporting and enhancing learning, collaboration, community participation and a variety of everyday activities. Our research is concerned with how such spaces are used and whether they can support multiple uses. We report on an observational fieldwork study of a technology-rich multipurpose space based in a library. We examine its everyday use and discuss the tensions that were revealed in our analysis between anticipated and actual use. These are: (i) public versus private, (ii) play space versus meeting room and (iii) technology use versus non-use

Learning interaction patterns using diagrams varying in level and type of interactivity

An experiment was conducted to investigate the differences between learners when using computer based learning environments (CBLEs) that incorporated different levels of interactivity in diagrams. Four CBLEs were created with combinations of the following two interactivity properties: (a) the possibility to rotate the whole diagram (b) the possibility to move individual elements of the diagram in order to apprehend the relationships between them. We present and discuss the qualitative findings from the study in terms of the learners’ interaction patterns and their relevance for the understanding of performance scores. This supports our previous quantitative analysis showing an interaction between cognitive abilities and interactivity. Based on our findings we reflect on the possibilities to inform CBLEs with relevant information regarding learners’ cognitive abilities and representational preferences

The Four Phases of Pervasive Computing: From Vision-Inspired to Societal-Challenged

This article reflects on the visions and motivations underlying Pervasive Computing and advances made ending with considering future directions for the field. It describes these in terms of four phases: 1) vision-inspired, 2) the design of engaging experiences, 3) innovation-based, and 4) addressing societal challenges. It is proposed that in the future we will need to embrace a paradigm shift that will be far more challenging than previously. While we can continue to harness pervasive computing advances to augment ever more aspects of ourselves and the environment, we will need in the current climate to be more mindful and responsible of our aspirations. This may mean, paradoxically, contemplating how the field scales down its technology innovation in order to scale up its impact. This article sets out how to achieve this

To buzz or not to buzz: improving awareness of posture through vibrotactile feedback

The iPosture' is a commercially available device which claims to improve posture. It is designed to deliver a vibrotactile buzz if the wearer slouches. We present the finding of a preliminary study evaluating the user experience of wearing it. Contrary to company claims, users found that it did not show them how to improve their posture but the buzzing did improve their body awareness

Out there and in here: design for blended scientific inquiry learning

One of the benefits of mobile technologies is to combine ‘the digital’ (e.g., data, information, photos) with ‘field’ experiences in novel ways that are contextualized by people’s current located activities. However, often cost, mobility disabilities and time exclude students from engaging in such peripatetic experiences. The Out There and In Here project, is exploring a combination of mobile and tabletop technologies in support for collaborative learning. A system is being developed for synchronous collaboration between geology students in the field and peers at an indoor location. The overarching goal of this research is to develop technologies that support people working together in a suitable manner for their locations. There are two OTIH project research threads. The first deals with disabled learner access issues: these complex issues are being reviewed in subsequent evaluations and publications. This paper will deal with issues of technology supported learning design for remote and co-located science learners. Several stakeholder evaluations and two field trials have reviewed two research questions: 1. What will enhance the learning experience for those in the field and laboratory? 2. How can learning trajectories and appropriate technologies be designed to support equitable co-located and remote learning collaboration? This paper focuses on describing the iterative linked development of technologies and scientific inquiry pedagogy. Two stages within the research project are presented. The 1st stage details several pilot studies over 3 years with 21 student participants in synchronous collaborations with traditional technology and pedagogical models. Findings revealed that this was an engaging and useful experience although issues of equity in collaboration needed further research. The 2nd stage, in this project, has been to evaluate data from over 25 stakeholders (academics, learning and technology designers) to develop pervasive ambient technological solutions supporting orchestration of mixed levels of pedagogy (i.e. abstract synthesis to specific investigation). Middleware between tabletop ‘surface’ technologies and mobile devices are being designed with Microsoft and OOKL (a mobile software company) to support these developments. Initial findings reveal issues around equity, ownership and professional identity