How can research on teaching and learning be used to improve the design of e-content? The contents of this report are based on a series of seminars conducted during 2003 and 2004, funded by the Economic & Social Research Council (ESRC), that were coordinated by Lydia Plowman, University of Stirling. They were also sponsored by a number of organisations including Futurelab. Each seminar was attended by researchers from universities, creators and managers of companies that make educational resources, and people engaged in policy making or representing Government agencies
Multi-Touch technology provides a successful gesture based Human Computer Interface. The contact and gesture recognition algorithms of this interface are based on full hand function and, therefore, are not accessible to many people with physical disability. In this paper, we design a set of command-like gestures for users with limited range and function in their digits and wrist. Trajectory and angle features are extracted from these gestures and passed to a recurrent neural network for recognition. Experiments are performed to test the feasibility of gesture recognition system and determine
Multi-touch gestures have become popular on a wide range of touchscreen devices, but the programming of these gestures remains an art. It is time-consuming and error prone for a developer to handle the complicated touch state transitions that result from multiple fingers and their simultaneous movements. In this paper, we present Gesture Coder, which by learning from a few examples given by the developer automatically generates code that recognizes multi-touch gestures, tracks their state changes and invokes corresponding application actions. Developers can easily test the generated code in
Media Arts within primary and secondary education is a relatively new avenue of research. Within the context of the arts classroom, rarely is learning to program emphasized despite its importance for creative expression in a digital medium. We present outcomes from an extensive field study at a digital studio where youth accessed programming environments emphasizing graphic, music and video. Learning the language of creative coding is essential to expression in a digital medium — one with increasing importance for youth and society at large. Here, we argue that it’s not just in the viewing or