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22
A Design Concept For N-Dimensional User Interfaces
- In Proc. of 4th Intern. Conf. INTERFACE to Real & Virtual Worlds
, 1995
"... We describe a classification concept, that allows us to discriminate four different domains: the dimension of the internal world model, presentation effects based on different techniques, perception mechanism, and the conceptualization of the world's dimensions in the user's mental model. ..."
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Cited by 12 (8 self)
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We describe a classification concept, that allows us to discriminate four different domains: the dimension of the internal world model, presentation effects based on different techniques, perception mechanism, and the conceptualization of the world's dimensions in the user's mental model. This classification concept is applied to visual depth cues and acoustical signals. The user's perceptual feeling of being immersed in the context of virtual interfaces can be achieved by different presentation effects based on several techniques. /A major problem in designing n-D user interfaces is the fact, that designers do not have any metrics or benchmarks for applying the optimal software and hardware setting given a certain task. Different experiments for the visual information processing channel show, that, for example, depth cues for monocular perception are often sufficient versus binocular depth cues (often called stereo). Experiments show that combining different presentation and inter--action techniques in a synergetic way may give further advantages for the effectiveness of n-D user interfaces.
About the importance of auditory alarms during the operation of a plant simulator. Interacting with computers
- Computers
, 1998
"... An experiment was carried out to estimate the effect of auditory alarms on the work of an plant operator in the context of a computer simulation. We designed our process simulator so that each of eight machines ('numeric controlled ' (NC) or 'computer numeric controlled ' (CNC) r ..."
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Cited by 6 (0 self)
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An experiment was carried out to estimate the effect of auditory alarms on the work of an plant operator in the context of a computer simulation. We designed our process simulator so that each of eight machines ('numeric controlled ' (NC) or 'computer numeric controlled ' (CNC) robots) made tones to indicate its status over time. Each tone was designed to reflect the semantic of the actual break down event. As many as 32 different auditory alarms plus six normal machine sounds made be placed at once. We attempted to design the auditory alarms so that none would be masked (rendered inaudible) by other auditory alarms. Eight students of computer science operated our process simulation program of an assembly line with NC and CNC robots. Relevant information of disturbances and machine breakdowns was given only in a visual (test condition 1), and in visual and auditory form (test condition 2). The results indicate, that the additional feedback of auditory alarms improves significantly the operator performance and increases positively some mood aspects.
Positive Effects of Sound Feedback during the Operation of a Plant Simulator
- Interaction. (Lecture Notes in Computer Science
, 1994
"... An experiment was carried out to estimate the effect of sound feedback on the work of a plant operator. Eight students of computer science operated a process simulation program of an assembly line with computer numeric controlled (CNC) robots. Relevant information of disturbances and machine breakdo ..."
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Cited by 6 (4 self)
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An experiment was carried out to estimate the effect of sound feedback on the work of a plant operator. Eight students of computer science operated a process simulation program of an assembly line with computer numeric controlled (CNC) robots. Relevant information of disturbances and machine breakdowns was given only in a visual (test condition 1), and in visual and audible form (test condition 2). The results indicate, that the additional sound feedback improves significantly the operator performance and increases positively some mood aspects.
Auditory Instruction
- Handbook of research on educational communications and technology (pp. 949-978). Mahwah, NJ: Lawrence Erlbaum
, 2004
"... As noted by Winn (1993), “Human speech is the most powerful and expressive medium the designer has available for use in in-structional messages ” (p. 117). Speech is naturally expressive, and by varying the qualities of loudness, pitch, pace, and tone, ..."
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Cited by 6 (0 self)
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As noted by Winn (1993), “Human speech is the most powerful and expressive medium the designer has available for use in in-structional messages ” (p. 117). Speech is naturally expressive, and by varying the qualities of loudness, pitch, pace, and tone,
The Effects of Multimedia and Elaborative Encoding on Learning
, 1996
"... ..................................................................... ........................3 Chapter 1 Introduction ..................................................................... .....4 Chapter 2 Effects of Multimedia on Learning ................................................6 Multimedia ..."
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Cited by 5 (0 self)
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..................................................................... ........................3 Chapter 1 Introduction ..................................................................... .....4 Chapter 2 Effects of Multimedia on Learning ................................................6 Multimedia Helps People to Learn .....................................................6 Text and Illustrations........................................................ .... 6 Text and Animated Graphics...................................................6 Audio and Audio-Visual........................................................7 Text, Audio, and Illustrations.................................................. 8 Multimedia Does Not Help People to Learn........................................... 8 Text and Illustrations........................................................ .... 9 Text and Animated Graphics...................................................9 Text and Audio ...................................
Review of the Effectiveness of Video Media in Instruction
, 1994
"... Approved for public release; distribubon is unlimited. ..."
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Cited by 4 (2 self)
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Approved for public release; distribubon is unlimited.
THE EFFECTS OF PICTORIAL AND VERBAL INSTRUCTIONAL MATERIALS ON THE OPERATIONAL PERFORMANCE OF DEAF SUBJECTS1
"... ness of pictorial and verbal information in printed instructional materials for deaf subjects. Four types of instructional formats were pre-pared, varying in proportion of pictorial and verbal information: (a) all pictorial; (b) pre-dominantly pictorial, with some ancillary verbal information; (c) a ..."
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Cited by 1 (0 self)
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ness of pictorial and verbal information in printed instructional materials for deaf subjects. Four types of instructional formats were pre-pared, varying in proportion of pictorial and verbal information: (a) all pictorial; (b) pre-dominantly pictorial, with some ancillary verbal information; (c) all verbal; and (d) pre-dominantly verbal, with some ancillary pictorial information. Each format was given to a separate group of deaf college students. The instructional materials described sequences of operational procedures to be carried out by subjects on a complex control-display apparatus. Performance was measured by task completion time and error rate. Results
INFORMATION LEARNING AND RETENTION CAPABILITIES by
"... Simultaneously projected multiple-images with sound communication-- Audible Multi-Imagery (AMI)--was investigated in terms of its capacity to promote student learning and retention of subject matter in a formal instructional setting. A population of 253 high school psychology students were randomly ..."
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Simultaneously projected multiple-images with sound communication-- Audible Multi-Imagery (AMI)--was investigated in terms of its capacity to promote student learning and retention of subject matter in a formal instructional setting. A population of 253 high school psychology students were randomly assigned to one of three AMI treatments--each differing in the length of the program--or to a control group. Each AMI group viewed their program segment, and then all subjects responded to a written test, both immediately after viewing the program and one week later. The control group saw no programs and responded only to the immediate posttest. Results indicated that subjects in all AMI treatments had significantly higher scores on the posttest than did the control group, and that the shorter instructional episodes were most efficient in retarding information loss over time. Appended are narration scripts of AMI programs, a log of materials costs for 30 minutes of AMI programming, a log of preparation activities and time expended in each for 30 minutes of AMI programming, and a selected bibliography.. (SH) sI, Pr\
A FRAMEWORK FOR RESEARCHING SOUND'S USE IN MULTIMEDIA INSTRUCTION TO ENHANCE LEARNING by
, 2001
"... Recent technological advances now make possible the full integration of sound in instructional software. Sounds may gain and focus learner attention, reduce distracting stimuli, and make learning more engaging. In addition, they may help learners condense, elaborate upon, and organize details, highl ..."
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Recent technological advances now make possible the full integration of sound in instructional software. Sounds may gain and focus learner attention, reduce distracting stimuli, and make learning more engaging. In addition, they may help learners condense, elaborate upon, and organize details, highlighting interconnections among new pieces of information and making connect3.ons to pre-existing knowledge. Thus, sound may 1hold great promise for moderating acquisition, processing, and retrieval "noise " in instructional software. Unfortunately, interface and instructional design guides almost completely ' ignore sound, and research suggests many promising instructional uses remain largely unexplored. This paper: (1) describes current practice; (2) explores information-processing and communication theoretical foundations for sound's systematic use; and (3) proposes a framework for sound's use in instructional software. (Contains 1 figure and 228 references.) (Author/SLD) Reproductions supplied by EDRS are the best that can be made from the original document.
