The recent rise in popularity of head-mounted displays (HMDs) for immersion into virtual reality has resulted in demand for new ways to interact with virtual objects. Most solutions utilize generic controllers for interaction within virtual environments and provide limited haptic feedback. We describe the construction and implementation of an ambulatory (allowing walking) haptic feedback stylus with primary use in computer-aided design. Our stylus is a modified 3D Systems Touch force-feedback arm mounted on a wearable platform carried in front of a user. The wearable harness also holds a full-sized laptop, which drives the Meta Quest 2 HMD that is also worn by the user. This design provides six degrees-of-freedom without tethered limitations, while ensuring a high precision of force-feedback from virtual interaction. Our solution also provides an experience wherein a mobile user can explore different haptic feedback simulations and create, arrange, and deform general shapes.
The rampant urbanization across the world is forcing city planners to be more innovative and creative with technology in how limited resources and amenities are used. Smart homes (SH) technology is one such use. Until now, this has not been a subject for study in the language curriculum, and more so, not as part of the EFL curriculum. This paper discussed a model project-based language learning (PBLL) coursework on SH offered as part of foreign language coursework in a computer science university in Japan in collaboration with a German technical university. This course is aimed at developing students’ ability for information comprehension, data analysis, note-taking, summarization, speaking, video design, technical presentations, and poster design, all in English. The paper is a case study on how to make such technical writing/communication courses interesting and engaging for students who see the technology side of a smart city design context but do not necessarily see through the human side of the urban design and usability. This paper is aimed at helping language practitioners offer language courses using a soft-CLIL model that focuses on design thinking, urban planning, language acquisition, and project management all as a package in the pedagogical design, as is often necessary for industrial projects. The idea is to help language practitioners offer coursework that has societal relevance and transfer skills in-built, and is just not focused on language elements in isolation, but develops project management and communication skills as well.
Instead of adding to the driving cacophony, actively orchestrated windshield wipers can enhance musical audition, reinforcing a beat by augmenting the rhythm, increasing the signal:noise ratio by aligning the cross-modal rhythmic beats and masking the noise, providing “visual music,” the dance of the wipers. We recast the windshield wipers of an automobile with advanced multimedia technology, allowing wipers to dance to music.
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