Gleamy

Cha, Seijin; Lee, Moon‐Hwan; Nam, Tek-Jin

doi:10.1145/2839462.2839501

Cited by 14 publications

(3 citation statements)

References 11 publications

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“…The first occurance is assumed to be the Dangling String (Weiser & Brown, 1996), notifying co-workers about network traffic through a moving string hung from the ceiling. More recent examples are Ambient Rabbits (Mirlacher, Buchner, Förster, Weiss, & Tscheligi, 2009) visualising weather forecast, AwareMirror, augmented mirrors (Fujinami, Kawsar, & Nakajima, 2005) providing personal information during morning bathroom activities, and Gleamy (Cha, Lee, & Nam, 2016), a bedside lamp visualing daily activity. Skog et al (2003) argue ambient displays should not necessarily be physical in nature.…”

Section: Related Workmentioning

confidence: 99%

Towards balanced discussions in the classroom using ambient information visualisations

Charleer

Klerkx

Laet

et al. 2017

IJTEL

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Abstract:In a collaborative learning environment, the promotion and support of well-balanced student participation is an important step towards the achievement of learning outcomes. Ambient information visualisations can help raise awareness of the balance of distribution in meetings and small learner groups. This paper explores the use of ambient information in the classroom, where we attempt to encourage a proper balance of feedback between student groups during "design critique" studio sessions. The contribution of the paper is two-fold: i) it presents necessary design choices for ambient visualisations that promote feedback balance in classrooms, motivating under-participators while limiting over-participation, and ii) it shows the effects on student perception and feedback participation through the actual deployment of such visualisations in "real classroom sessions".Keywords: learning analytics, ambient displays, ambient information visualisation, discussion participation, design critique, participation balance, awareness, classroom learning activities IntroductionLearning Analytics, or the collection and analysis of traces that learners leave behind, can help to understand and optimize (human) learning and learning environments (Siemens & Long, 2011). Furthermore, it can help to raise awareness of personal and peer learning activities, help reflect on and make sense of learner traces, and impact behaviour (Verbert, Duval, Klerkx, Govaerts, & Santos, 2013). These traces can reflect activities inside and outside the classroom (Santos et al., 2013) of both students and teachers, but can also be used to impact activities in a live classroom. It allows teachers to intervene or orchestrate (Martinez-Maldonado, Kay, Yacef, & Schwendimann, 2012), and students to become aware of their behaviour and progress on tasks (Dillenbourg et al., 2011).In this paper, we focus on visualising learning analytics live in two Master courses at KU Leuven, Belgium: "Information Visualisation" (IV) and "Fundamentals of Computer-Human Interaction" (FCHI). In these courses, students work in group to design, implement, present and iterate on information visualisations in the former, and to develop a mobile game in the latter. The courses put a large emphasis on peer review, teaching students how to evaluate and discuss their designs and technical implementations, in a community of practice (Wenger, 2011). This is supported through the use of blogs that helps students report and share opinions and knowledge (Marques, Krejci, Siqueira, Pimentel, & Braz, 2013). As communication and collaboration skills are key 21st century competences for lifelong learning (Lee, Tsai, Chai, & Koh, 2014), "design critique" face-to-face sessions are organised where students present their group's progress to the class and provide feedback to each other on their intermediate results.Over-and under-participation in collaborative learning settings can reduce motivation and lower learning outcomes (Salomon & Globerson, 1989). Literature has shown that ambient d...

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Section: Related Workmentioning

confidence: 99%

Towards balanced discussions in the classroom using ambient information visualisations

Charleer

Klerkx

Laet

et al. 2017

IJTEL

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“…Basically, the mechanisms (Taher, Vidler, & Alexander, 2017) for shape deformation include electromechanical actuation (Iwata, Yano, Nakaizumi, & Kawamura, 2005) (Alexander, Weichel, Hardy, Vidler, & Taher, 2015), pneumatic actuation (Yao et al, 2013) (Goulthorpe, Burry, & Dunlop, 2001), hydraulic actuation (Olwal, Cheng, Follmer, Ishii, & Leithinger, 2012), smart materials (Nakatani, Kajimoto, Sekiguchi, Kawakami, & Tachi, 2003) (Nojima, Ooide, & Kawaguchi, 2013), electromagnetic actuation (Frisken-Gibson, Bach-Y-Rita, Tompkins, & Webster, 1987), and piezoelectric actuation (Kyung et al, 2011). There are also technologies that dynamically control a material's transparency (Cha et al, 2016), which can be used to create the illusion of shape-changing.…”

Section: Ubiquitous Computing and Tangible Bitsmentioning

confidence: 99%

Designing Sculpting Light Systems for Information Decoration

Essen

Eggen

2016

Proceedings of the TEI '16: Tenth International Conference on Tangible, Embedded, and Embodied Interaction

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DOI to the publisher's website. • The final author version and the galley proof are versions of the publication after peer review. • The final published version features the final layout of the paper including the volume, issue and page numbers. Link to publication General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal. If the publication is distributed under the terms of Article 25fa of the Dutch Copyright Act, indicated by the "Taverne" license above, please follow below link for the End User Agreement:

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“…The sensordriven sculpture uses data from a people's chair to suggest when it is time to take a break by encoding it into its shape and movement (see Figure 4.18-center). Similar projects used physical avatars in form of a puppet [Daian et al, 2007], a flower [Haller et al, 2011;Hong et al, 2015] or encoded data into the transparency of a lamp shape [Cha et al, 2016]. The first project that looked into the role of physically dynamic data representations for the exploration and analysis of datasets was EMERGE [Taher et al, 2015]: an interactive bar chart, equipped with plastic rods, RGB Light-Emitting Diodes (LEDs), a Microsoft Kinect® and a projector supported fundamental data representation tasks such as filtering or sorting (see Figure 4.18-right).…”

Section: Examples For Physicalizationsmentioning

confidence: 99%

Exploring the Potential of Physical Visualizations

Stusak¹

2015

Proceedings of the Ninth International Conference on Tangible, Embedded, and Embodied Interaction

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The goal of an external representation of abstract data is to provide insights and convey information about the structure of the underlying data, therefore helping people execute tasks and solve problems more effectively. Apart from the popular and well-studied digital visualization of abstract data there are other scarcely studied perceptual channels to represent data such as taste, sound or haptic. My thesis focuses on the latter and explores in which ways human knowledge and ability to sense and interact with the physical non-digital world can be used to enhance the way in which people analyze and explore abstract data. Emerging technological progress in digital fabrication allow an easy, fast and inexpensive production of physical objects. Machines such as laser cutters and 3D printers enable an accurate fabrication of physical visualizations with different form factors as well as materials. This creates, for the first time, the opportunity to study the potential of physical visualizations in a broad range.The thesis starts with the description of six prototypes of physical visualizations from static examples to digitally augmented variations to interactive artifacts. Based on these explorations, three promising areas of potential for physical visualizations were identified and investigated in more detail: perception & memorability, communication & collaboration, and motivation & self-reflection.The results of two studies in the area of information recall showed that participants who used a physical bar chart retained more information compared to the digital counterpart. Particularly facts about maximum and minimum values were be remembered more efficiently, when they were perceived from a physical visualization.Two explorative studies dealt with the potential of physical visualizations regarding communication and collaboration. The observations revealed the importance on the design and aesthetic of physical visualizations and indicated a great potential for their utilization by audiences with less interest in technology. The results also exposed the current limitations of physical visualizations, especially in contrast to their well-researched digital counterparts.In the area of motivation we present the design and evaluation of the Activity Sculptures project. We conducted a field study, in which we investigated physical visualizations of personal running activity. It was discovered that these sculptures generated curiosity and experimentation regarding the personal running behavior as well as evoked social dynamics such as discussions and competition.Based on the findings of the aforementioned studies this thesis concludes with two theoretical contributions on the design and potential of physical visualizations. On the one hand, it proposes a conceptual framework for material representations of personal data by describing a production and consumption lens. The goal is to encourage artists and designers working in the field of personal informatics to harness the interactive capabilities af...

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Gleamy

Cited by 14 publications

References 11 publications

Towards balanced discussions in the classroom using ambient information visualisations

Towards balanced discussions in the classroom using ambient information visualisations

Designing Sculpting Light Systems for Information Decoration

Exploring the Potential of Physical Visualizations

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