Using a mobile phone for 6 DOF mesh editing

Henrysson, Anders; Billinghurst, Mark

doi:10.1145/1278960.1278962

Cited by 23 publications

(12 citation statements)

References 13 publications

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“…The design principles for AR applications can be summarized as follows (Koh et al, 2010): 1) A mobile phone with a built-in camera is an interaction device with 6 degrees of freedom (Henrysson & Billinghurst, 2007). This device can be used as a tracking device.…”

Section: Design Issuesmentioning

confidence: 99%

Evaluation of learning outcomes using an educational iPhone game vs. traditional game

Furió

González-Gancedo

Juan

et al. 2013

Computers & Education

153

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ElsevierFurió Ferri, D.; González Gancedo, S.; Juan, M.; Seguí, I.; Rando, N. (2013). Evaluation of learning outcomes using an educational iPhone game vs. traditional game. Computers and Education. 64:1-23. doi:10.1016/j.compedu.2012.12 AbstractIn this paper, we present an initial study to determine the subject preferences for educational computer games for children, in which 150 education professionals participated. From the results of this first study, we have developed an iPhone game for transmitting knowledge as part of multiculturalism, solidarity and tolerance following established learning theories, several design principles, and the objectives and competences of the Spanish law for primary education. We also report on a second study to determine whether the iPhone game has better learning outcomes than a traditional game by analyzing the participation of 84 children ranging in age from 8 to 10 years old. The frequency of playing with consoles or computer games was also taken into account in this second study, and the worldwide trend of previous studies has been corroborated. For learning outcomes, the results did not show significant differences between the two groups. However, 96% of the children indicated that they would like to play with the iPhone game again, and 90% indicated that they preferred the experience with the iPhone game over the traditional one. From these results, we can conclude that the children achieved similar knowledge improvements using both the autonomous game (iPhone game) and the custom, guided game (traditional game). This could facilitate versatility in the learning process since the learning activity could be performed at any place and time without requiring supervision. Therefore, it could be a useful tool in the learning process and help teachers to fulfill students' training needs.

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Section: Design Issuesmentioning

confidence: 99%

Evaluation of learning outcomes using an educational iPhone game vs. traditional game

Furió

González-Gancedo

Juan

et al. 2013

Computers & Education

153

View full text Add to dashboard Cite

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“…[1,18] use a combination of tangible interaction, joy pad, and key based interaction. [19,20] evaluate the usage of movement of the phone in combination with a traditional button interface. [23] gives an example for body part tracking (e.g.…”

Section: Context and Related Workmentioning

confidence: 99%

Gesture-based interaction via finger tracking for mobile augmented reality

Hürst

Wezel

2012

Multimed Tools Appl

166

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The goal of this research is to explore new interaction metaphors for augmented reality on mobile phones, i.e. applications where users look at the live image of the device's video camera and 3D virtual objects enrich the scene that they see. Common interaction concepts for such applications are often limited to pure 2D pointing and clicking on the device's touch screen. Such an interaction with virtual objects is not only restrictive but also difficult, for example, due to the small form factor. In this article, we investigate the potential of finger tracking for gesture-based interaction. We present two experiments evaluating canonical operations such as translation, rotation, and scaling of virtual objects with respect to performance (time and accuracy) and engagement (subjective user feedback). Our results indicate a high entertainment value, but low accuracy if objects are manipulated in midair, suggesting great possibilities for leisure applications but limited usage for serious tasks.

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“…Henrysson and Billinghurst [4] developed a mesh editing system that used a button on the keypad of a mobile phone to select vertices in a mesh and then use the device motion to move them. Simon's study [12] presented an insitu 3D modeling interaction method using a video camera of a mobile phone as both an interaction and a tracking device to draw a virtual line while using a key press to select the start and end points of the line.…”

Section: Tangible Interaction Approachesmentioning

confidence: 99%

Freeze view touch and finger gesture based interaction methods for handheld augmented reality interfaces

Bai

Lee

Billinghurst

2012

Proceedings of the 27th Conference on Image and Vision Computing New Zealand

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Interaction techniques for handheld mobile Augmented Reality (AR) often focus on device-centric methods based around touch input. However, users may not be able to easily interact with virtual objects in mobile AR scenes if they are holding the handheld device with one hand and touching the screen with the other, while at the same time trying to maintain visual tracking of an AR marker. In this paper we explore novel interaction methods for handheld mobile AR that overcomes this problem. We investigate two different approaches; (1) freeze view touch and (2) finger gesture based interaction. We describe how each method is implemented and present findings from a user experiment comparing virtual object manipulation with these techniques to more traditional touch methods.

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Using a mobile phone for 6 DOF mesh editing

Cited by 23 publications

References 13 publications

Evaluation of learning outcomes using an educational iPhone game vs. traditional game

Evaluation of learning outcomes using an educational iPhone game vs. traditional game

Gesture-based interaction via finger tracking for mobile augmented reality

Freeze view touch and finger gesture based interaction methods for handheld augmented reality interfaces

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