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Auflistung nach Schlagwort "Perception"

1 - 4 von 4
  • Konferenzbeitrag
    Enabling Reusable Haptic Props for Virtual Reality by Hand Displacement
    (Mensch und Computer 2021 - Tagungsband, 2021) Auda, Jonas; Gruenefeld, Uwe; Schneegass, Stefan
    Virtual Reality (VR) enables compelling visual experiences. However, providing haptic feedback is still challenging. Previous work suggests utilizing haptic props to overcome such limitations and presents evidence that props could function as a single haptic proxy for several virtual objects. In this work, we displace users’ hands to account for virtual objects that are smaller or larger. Hence, the used haptic prop can represent several differently-sized virtual objects. We conducted a user study (N = 12) and presented our participants with two tasks during which we continuously handed them the same haptic prop but they saw in VR differently-sized virtual objects. In the first task, we used a linear hand displacement and increased the size of the virtual object to understand when participants perceive a mismatch. In the second task, we compare the linear displacement to logarithmic and exponential displacements. We found that participants, on average, do not perceive the size mismatch for virtual objects up to 50% larger than the physical prop. However, we did not find any differences between the explored different displacement. We conclude our work with future research directions.
  • Zeitschriftenartikel
    Off-road Robotics—An Overview
    (KI - Künstliche Intelligenz: Vol. 25, No. 2, 2011) Berns, Karsten; Kuhnert, Klaus-Dieter; Armbrust, Christopher
    This article gives an overview of the current state of research in the field of off-road robotics. It focuses on techniques used in the areas of perception, environment representation, as well as navigation, and introduces different types of robot control systems. A presentation of different applications is given along with an outlook on future developments.
  • Zeitschriftenartikel
    Off-Screen Landmarks on Mobile Devices: Levels of Measurement and the Perception of Distance on Resized Icons
    (KI - Künstliche Intelligenz: Vol. 31, No. 2, 2017) Li, Rui; Zhao, Jiayan
    While bringing portability and convenience to their users, the small screen size of mobile devices raises the concern that it might impact a user’s acquisition of spatial knowledge. Visualizing information of off-screen objects on mobile device has thus been introduced as a possible way to overcome this problem. Some approaches encode the distance to off-screen objects very well, but they have not considered the identities of objects, which could serve as easily-recognizable landmarks of recognition. Other approaches have addressed the visualization of distant objects’ identities as landmarks, but they have not considered the representation of distance to their actual locations. Following these approaches, this study introduces the use of visual variable size in the design of symbols for off-screen landmarks to translate both information about both direction and distance. To further investigate the efficiency of using these graduated size symbols, we apply ratio and ordinal levels of measurement to assign size to the symbols. Results show, size at the ordinal level leads to higher efficiency in understanding distance to off-screen locations. Both designs, however, yield challenges in participants’ understanding of distance based on the symbol’s size. As the initial step of investigating the use of visual variables in the design of symbols for off-screen landmarks, we suggest more visual variables be considered in follow-up designs to provide a more comprehensive understanding regarding the effectiveness of visualizing off-screen landmarks on mobile devices.
  • Zeitschriftenartikel
    Teaching Artificial Intelligence to K-12 Through a Role-Playing Game Questioning the Intelligence Concept
    (KI - Künstliche Intelligenz: Vol. 35, No. 2, 2021) Henry, Julie; Hernalesteen, Alyson; Collard, Anne-Sophie
    Although artificial intelligence (AI) is becoming increasingly important in the media environment (search engines, chatbots, home assistants, recommendation systems, etc.), the general audiences’ knowledge of it remains limited, which biases their representations. To compensate for this, some governments show an interest in teaching it from an early age. It appears that educational resources related to AI literacy in schools are most often focused on technical skills. However, the challenges of such education are also ethical and societal, requiring an interdisciplinary and critical approach. This research aims at developing a 10–14 years old curriculum questioning the concept of intelligence in AI systems, and crossing computer science education and media literacy education. Through a role-playing game, the children discover the basic concepts of machine learning. Beyond their initial representations, which they become aware that they are largely fueled by the media, they can realize that an AI system is the result of design choices and that it only works within the framework that has been defined for it. Moreover, the possibility for teachers to teach the curriculum themselves in their classes is also evaluated. To this end, the curriculum was taught to 60 future trainee teachers, 70 middle school pupils, and 12 elementary pupils. Interviews were conducted also with 5 teachers who had either observed the curriculum taught by a researcher or attempted to teach it themselves. The results show that the children’s representations have evolved towards representations that are more technically correct (although incomplete), but not very oriented towards aspects that open up critical questioning. The difficulties revealed in the implementation of the critical part are due in particular to the complexity of the IT concepts to be addressed, but also to the lack of teacher training. However, the data collected seems to confirm the interest and feasibility of crossing different disciplinary approaches to address certain aspects of AI. In conclusion, in addition to the curriculum, this paper describes a theoretical model of critical citizenship education in technology that integrates approaches to computer science education and media literacy education, and gives avenues for other designers and researchers to create AI critical educational experiences for K-12 learners.