The fundamental question that arises from the color composition of the #dress is: 'What are the phenomena that underlie the individual differences in colors reported given all other conditions like light and device for display being identical?'. The main color camps are blue/black (b/b) and white/gold (w/g) and a survey of 384 participants showed near equal distribution. We looked at pupil size differences in the sample population of 53 from the two groups plus a group who switched (w/g to b/b). Our results show that w/g and switch population had significantly ( w/g

Hue-scaling functions are designed to characterize color appearance by assessing the relative strength of the red versus green and blue versus yellow opponent sensations comprising different hues. However, these judgments can be non-intuitive and may pose difficulties for measurement and analysis. We explored an alternative scaling method based on positioning a dial to represent the relative similarity or distance of each hue from the labeled positions for the opponent categories. The hue-scaling and hue-similarity rating methods were compared for 28 observers. Settings on both tasks were comparable though the similarity ratings showed less inter-observer variability and weaker categorical bias, suggesting that these categorical biases may reflect properties of the task rather than the percepts. Alternatively, properties that are concordant for the two paradigms provide evidence for characteristics that do reflect color appearance. Individual differences on both tasks suggest that color appearance depends on multiple, narrowly tuned color processes, which are inconsistent with conventional color-opponent theory.

The color identification responses to photographs of #thedress (white/gold and blue/black) and a jacket (white/blue and green/black, and teal) reveal obvious individual differences in color perception. To explore possible association between pupil size/retinal illuminance and color perception, we recorded the pupil diameters of participants shown 22 uniformly colored (generated from the RGB values using a laptop LCD display) screens followed by photographs of #thedress and jacket. We analyzed (a) pupil size difference in the color groups and (b) age-related pupil size and/or reflex change and its influence on color perception. The data confirms that the average pupil size of the white/gold group was significantly less than the blue/black group for the dress. The pupil size difference between the color groups is slightly higher in the 21-30-year and 31-55-year age groups but not in the 18-20-year age group, while a similar variance was not observed for the jacket color groups. Interestingly, the average pupil size of both color groups was smaller for the dress compared to the baseline (collected with a gray hue displayed on the screen), whereas an opposite effect was observed for the jacket. The contrasting results for the two photographs do not allow for a strong inference of only pupil size change principal for differences in color perception. But, a probable explanation of the pupil size difference could be the subjective variation in the perceptual interpretation of illumination cues in the photographs.

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we present strike response times comparison for a traditional and popular table top Indian game, Carrom, measured under three conditions: face-to-face/colocated live, virtual with live feed of the co-player and virtual without the feed of co-player. The game of Carrom, in Indian context, rates high on the social interaction experience and is played with extreme levels of engagement and involvement. Our preliminary study is a step towards understanding the role of virtual presence of a co-player in multi-player virtual games, in particular for familiar social games. Our findings indicate that viewing co-player live over video feed, while playing a multi-player game, brings in a game experience that is similar to faceto-face play. We also estimate the 'socializing' time to optimize network bandwidth for live streaming on mobile phone platforms or low bandwidth wired connections.

Efficacy of games as learning medium is of interest to researchers and the gaming industry. A critical metric for learning is knowledge retention and very few studies have conducted in-depth comparisons of: a) game versus no-game learning, b) collaborative versus individual learning. Towards this, the study reported in this article will present the findings from an experiment using Asia and world maps, cut into pieces as in a jigsaw puzzle. The participants were primary school children who were randomly assigned to the puzzle and no-puzzle group. To understand the role of collaborative interactions in learning, each group was further divided into two subgroups. Each subgroup either solved the puzzle or studied the full map (no-puzzle) individually or collaboratively. Three post-tests were conducted over a period of 10 days. The mean scores and Mann Whitney test shows: a) In the no-puzzle condition, no difference in the average scores of the individual and collaborative groups for both maps was observed, b) In the puzzle condition, the collaborative group score was slightly more than that of the individual group for Asia map, while the difference was significant for the continent map, and c) Puzzle and no-puzzle individual group scores were comparative for Asia map but the continent map groups showed a major difference. The findings are mixed with collaborative puzzle solving showing higher retention while puzzle solving does not show significant effect on learning and retention.