GazeLaser

Špakov, Oleg; Siirtola, Harri; Istance, Howell; Räihä, Kari-Jouko

doi:10.1145/2851581.2892504

Cited by 5 publications

(3 citation statements)

References 9 publications

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“…Various modalities have been investigated, including eye blinks [71], speech [63, 96, 122], head movements [115, 121], handheld devices [29, 64], tongue-based interfaces [34], body movements [57], and hand gestures such as the pinch gesture [64, 82, 99]. Additional gestures, such as gaze-hand alignment [74] confirm target selection either by aligning a ray that emanates from the user’s hand with their gaze (Gaze&Handray) or aligning the user’s finger with their gaze (Gaze&Finger) [117]. However, gestural interfaces can lead to physical fatigue [45], making them difficult to use for extended periods.…”

Section: Related Workmentioning

confidence: 99%

Towards an Eye-Brain-Computer Interface: Combining Gaze with the Stimulus-Preceding Negativity for Target Selections in XR

Reddy,

Proulx,

Hirshfield

et al. 2024

Preprint

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Gaze-assisted interaction techniques enable intuitive selections without requiring manual pointing but can result in unintended selections, known as Midas touch. A confirmation trigger eliminates this issue but requires additional physical and conscious user effort. Brain-computer interfaces (BCIs), particularly passive BCIs harnessing anticipatory potentials such as the Stimulus-Preceding Negativity (SPN) - evoked when users anticipate a forthcoming stimulus - present an effortless implicit solution for selection confirmation. Within a VR context, our research uniquely demonstrates that SPN has the potential to decode intent towards the visually focused target. We reinforce the scientific understanding of its mechanism by addressing a confounding factor - we demonstrate that the SPN is driven by the user’s intent to select the target, not by the stimulus feedback itself. Furthermore, we examine the effect of familiarly placed targets, finding that SPN may be evoked quicker as users acclimatize to target locations; a key insight for everyday BCIs.CCS CONCEPTSHuman-centered computing→Virtual reality;Mixed / augmented reality;Accessibility technologies;Interaction techniques.ACM Reference FormatG. S. Rajshekar Reddy, Michael J. Proulx, Leanne Hirshfield, and Anthony J. Ries. 2024. Towards an Eye-Brain-Computer Interface: Combining Gaze with the Stimulus-Preceding Negativity for Target Selections in XR. InProceedings of the CHI Conference on Human Factors in Computing Systems (CHI ‘24), May 11–16, 2024, Honolulu, HI, USA. ACM, New York, NY, USA, 17 pages.https://doi.org/10.1145/3613904.3641925

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Section: Related Workmentioning

confidence: 99%

Towards an Eye-Brain-Computer Interface: Combining Gaze with the Stimulus-Preceding Negativity for Target Selections in XR

Reddy,

Proulx,

Hirshfield

et al. 2024

Preprint

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“…One-to-many. Replacing the tutor's pointer with an marker of the tutor's current gaze point has been compared to more traditional pointing methods [15]. The GazeLaser system was compared with the PowerPoint pointer and with a conventional laser pointer for manual pointing.…”

Section: Background and Previous Workmentioning

confidence: 99%

“…This reduction in non-verbal contact can be offset by sharing an indication of a student's current object of visual attention with the tutor. There are also benefits in sharing where the tutor is currently looking with the students, as has been demonstrated in a classroom teaching situation [15]. It is very possible that the value of these benefits would be enhanced in a remote teaching situation.…”

Section: Introductionmentioning

confidence: 99%

Two-Way Gaze Sharing in Remote Teaching

Špakov

Istance

Räihä

et al. 2019

Lecture Notes in Computer Science

Self Cite

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On-line teaching situations where a tutor and their students are remote from each other mean that contact between them is reduced compared with teaching in a classroom. We report an initial study of twoway gaze sharing between a tutor and a group of students, who were in different locations. A 45-minute class consisted of an introductory lecture followed by an exercise in using two software tools, one for building an experiment and the other for analysis of the data collected. The tutor went through an exercise step by step and the students followed. This was run twice with four students on each run. The tutor had a view of the students' desktops with their gaze markers overlaid and each student had a view of the tutor's desktop and gaze marker. Students found seeing the tutor's gaze marker helpful during the exercise but distracting when reading the text on the lecture slides. The tutor found the view of the students' gaze point helpful as an indicator of their current object of attention when giving assistance to individuals.

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Visualizing a Task Performer’s Gaze to Foster Observers’ Performance and Learning—a Systematic Literature Review on Eye Movement Modeling Examples

et al. 2023

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Eye movement modeling examples (EMMEs) are instructional videos (e.g., tutorials) that visualize another person’s gaze location while they demonstrate how to perform a task. This systematic literature review provides a detailed overview of studies on the effects of EMME to foster observers’ performance and learning and highlights their differences in EMME designs. Through a broad, systematic search on four relevant databases, we identified 72 EMME studies (78 experiments). First, we created an overview of the different study backgrounds. Studies most often taught tasks from the domains of sports/physical education, medicine, aviation, and STEM areas and had different rationales for displaying EMME. Next, we outlined how studies differed in terms of participant characteristics, task types, and the design of the EMME materials, which makes it hard to infer how these differences affect performance and learning. Third, we concluded that the vast majority of the experiments showed at least some positive effects of EMME during learning, on tests directly after learning, and tests after a delay. Finally, our results provide a first indication of which EMME characteristics may positively influence learning. Future research should start to more systematically examine the effects of specific EMME design choices for specific participant populations and task types.

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GazeLaser

Cited by 5 publications

References 9 publications

Towards an Eye-Brain-Computer Interface: Combining Gaze with the Stimulus-Preceding Negativity for Target Selections in XR

Towards an Eye-Brain-Computer Interface: Combining Gaze with the Stimulus-Preceding Negativity for Target Selections in XR

Two-Way Gaze Sharing in Remote Teaching

Visualizing a Task Performer’s Gaze to Foster Observers’ Performance and Learning—a Systematic Literature Review on Eye Movement Modeling Examples

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