Auflistung nach Schlagwort "tangible user interfaces"
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- KonferenzbeitragConMusiCo: A TUI Connecting Children through Shared Music Making(Mensch und Computer 2024 - Workshopband, 2024) Klapperich, Holger; Wohlmacher, Bernhard; Seiffert, Tom; Focken, Mareike; Großkopp, Sabrina; Huldtgren, AlinaConMusiCo is a tangible user interface (TUI) that connects two children in a shared musical activity over a distance. Feeling related as a core human need was key in the development of the TUI. In a co-design process we explored with children, how to express different emotions and how a TUI needs to be designed to support shared musical activities. The work combines research on supporting relatedness through technology, as well as insights on the positive effects of music making on pro-social behavior.
- ZeitschriftenartikelEmbedded Computation versus Embodied Interaction: Connected Objects for Connected Thinking(i-com: Vol. 17, No. 3, 2018) Hemmert, Fabian; Bradford, Elizabeth; Caetano, Erik; Kegel, Friedrich; Licht, Eva; Höwer, MarcoWhat will future creativity-based work in collaboration with ubiquitous, AI-driven systems be like? In this paper, we argue that following a ‘tangible interaction’ approach can be beneficial in this context. We describe six connected objects that illustrate how the quality of future creative work could be designed. The objects aim to shape embedded computation in ways that support embodied interaction. They include a place for sacrificing one’s phone, an olfactory calendar, a reader/writer for cloud data in everyday objects, a concrete-based data logger, a slot machine for recombining old ideas into new ones, and a dimmer for artificial intelligence. We summarize the results of a critical reflection of the prototypes in an argument for designing interactions that foster collaborative creative processes between embodied humans in a world of embedded computation.
- KonferenzbeitragHorst - The teaching frog: learning the anatomy of a frog using tangible AR(Mensch und Computer 2020 - Tagungsband, 2020) Oberdörfer, Sebastian; Elsässer, Anne; Schraudt, David; Grafe, Silke; Latoschik, Marc ErichLearning environments targeting Augmented Reality (AR) visualize complex facts, can increase a learner's motivation, and allow for the application of learning contents. When using tangible user interfaces, the learning process receives a physical aspect improving the overall intuitiveness. We present a tangible AR system targeting the learning of a frog's anatomy. The learning environment bases on a plushfrog containing removable markers. Detecting the markers, replaces them with 3D models of the organs. By extracting individual organs, learners can inspect them up close and learn more about their functions. Our AR frog further includes a quiz for a self-assessment of the learning progress and a gamification system to raise the overall motivation.
- KonferenzbeitragSenseCube: Evaluating Visual and Vibration Feedback in a Peripheral Tangible Notification Device(Mensch und Computer 2024 - Workshopband, 2024) Koopmann, Antonia; Khadse, Susmita; Halaharavi, Hemanth Kumar; Ruiz, Nicolás; Putze, Susanne; Döring, TanjaIn digital environments, on-screen notifications tend to be highly disruptive and distracting but at the same time necessary to keep an overview over the current and upcoming tasks. In this context, we developed two versions (light-based and vibration-based) of a tangible notification manager called SenseCUBE and ran a within subject study with 9 participants to evaluate which version was perceived to be less disruptive. Participants had to solve a task while being notified by the SenseCUBEs and complete a TLX questionnaire to measure the task workload. Results suggest that there is no difference in the disruptiveness between the light SenseCUBE and the vibration SenseCUBE. Nonetheless, the light notifications were experienced as more effective in communicating the level of urgency of the notifications.
- ZeitschriftenartikelSlowing Down Interactions on Tangible Tabletop Interfaces(i-com: Vol. 17, No. 3, 2018) Lahure, Cathia; Maquil, ValérieThis paper describes the results from a comparative study with 14 pupils using two different versions of a tangible tabletop application on satellite communication. While one of the versions was designed in a way to allow the resolution of the tasks in a pure trial-and-error approach, the second version prevented this by adding a button which had to be pressed in order to calculate and display results. The results of the study show that the design of the button and the associated scoring system was indeed successful in slowing down interactions and increasing thinking time. However, the knowledge acquisition was lower for the version with the button as compared to the one supporting trial-and-error. We discuss the results of this study and, in particular, argue for the need to carefully balance usability, task complexity and the learning dimension in the design of interactive tabletops for learning.