In this paper we propose a novel interaction technique that creates the illusion of tactile exploration of museum artefacts which are otherwise impossible to touch. The technique meets the contextual necessity, often requested by museum curators, to background technology and to direct the focus of the museum visitor's experience to the artefact itself. Our approach relies on the combination of haptic interaction and the adaptation of a well-known illusion that enables museum visitors to make sense of the actual physical nontouchable artefact in an embodied way, using their sensory and motor skills. We call this technique Haptic Augmented Reality.
Following the rise of migrant inflows in Europe since 2015, more than 210,000 unaccompanied children have arrived in Europe. This article argues that serious games can in principle fill the gap of human rights education that these children face and ultimately help them develop, but important issues and challenges need to be considered. The article follows the design and development of “The Rights Hero”, a prototype serious game for migrant children to help them learn and practise their rights, encouraging them to take transformative action that will lead them to integration. The game focuses on the “Rights Hero”, whose gender and race are unidentifiable and who is trying to build up two superpowers, “Resilience” and “Empowerment”, through responding appropriately to various challenges. These challenges are all too familiar to migrant children. Designed by an interdisciplinary team of human rights and game design experts, and in collaboration with the ngo Network for Children’s Rights, work on the prototype raised important discussions regarding the use of games for human rights education, the need for children to know their rights, and their understanding of integration. The article reflects on the extent to which serious games can be developed as a useful informal educational tool for the human rights education of displaced children.
Taking effective notes is an important skill in academic and professional settings and one that is cultivated primarily in Higher Education (HE). However, students often find it difficult to effectively record important information in their notes [37], while it has been suggested that they often record less than 50% of the key information of a lecture [15].Games can be a powerful way to help students learn [30]. Yet, to date, there is scarce empirical research on games specifically designed to help HE students develop note-taking skills where the design has been directly informed by note-taking learning theories. This study applies such theories in the design of the mechanics for an educational game for note-taking, entitled Investigate: Tudors, and evaluates their effectiveness and engaging potential.Results from qualitative evaluations with HE students showed that the game was a successful tool to help them develop notetaking skills. This article discusses the game design approach and the evaluation results, and contributes with effective strategies for designing serious games for note-taking.
Despite the growing applications of smart glass Augmented Reality (AR) in heritage, there is not a framework that can serve as a base for designing meaningful and educational immersive heritage experiences. This article proposes such a prototype design framework for AR experiences in heritage sites, drawing on literature that connects affective experiences with learning, and practically exploring AR as a non-didactic storytelling medium. Smart glass AR is considered here an important technology milestone for creating affective interactions, one that offers visitors/viewers new ways to experience, embody, and have a physical and social interaction with a localized past, and learn about it.
In this paper we present the development of a digital system prototype for character animation, with the primary focus on enabling direct bi-manual interaction through the employment of haptic sense and gestural control. The aim of the research is to explore the design of digital animation systems that build upon and augment the rich tacit knowledge embodied in the traditional creative practice of stop-motion animation. A team of highly skilled stopmotion animators participated in the design process of the prototype system evaluating and reflecting upon the key aspects of the design. We describe our design approach and the methodology employed in two design key studies framed around the concepts of direct tactile manipulation and two-handed interaction. We identify the components that enabled immediacy and enhanced engagement with the new system. The outcomes of the studies illustrate the system's potential for enabling immersive physical interaction in a digital animation setting.
This project presents a new display concept, which brings together Haptics, Augmented and Mixed Reality and Tangible Computing within the context of an intuitive conceptual design environment. The project extends the paradigm of Augmented Prototyping by allowing modelling of virtual geometry on the physical prototype, which can be touched by means of a haptic device. Wireless tracking of the physical prototype is achieved in three different ways by attaching to it a 'Speck', a tracker and Nintendo Wii Remote and it provides continuous tangible interaction. The physical prototype becomes a tangible interface augmented with Mixed Reality and with a novel 3D haptic design system.
This paper introduces the concept of Affectual Dramaturgy as a lens for creating digitally mediated immersive performances in the context of cultural heritage. In doing so we bring together two disciplines, smartglass Augmented Reality design (AR) and immersive heritage performance, with the aim to innovate experiences built for heritage sites.
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