Development of a wearable haptic game interface

Foottit, Jacques; Brown, Dave; Marks, Stefan; Connor, Andy M.

doi:10.4108/eai.25-4-2016.151165

Cited by 15 publications

(7 citation statements)

References 13 publications

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“…Within this semistructured learning environment the student was provided with insight into the research process and guided through the conduct of a systematic literature review that was used to inform the development of the device. The research practicum was particular effective as it nurtured the peer learning process and also led to the submission of two research papers from the project [33,34]. Allowing a vertically orientated delivery, stretching projects across multiple courses and encouraging undergraduate students to engage in rigorous research has create a unique blurring between undergraduate, postgraduate and staff that is effective in both driving learning and generating research momentum.…”

Section: Haptic Glovementioning

confidence: 97%

Full STEAM ahead a manifesto for integrating arts pedagogics into STEM education

Connor

Karmokar

Whittington

et al. 2014

2014 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE)

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This paper sets out to challenge the common pedagogies found in STEM education with a particular focus on engineering. The dominant engineering pedagogy remains "chalk and talk"; despite research evidence that demonstrates its ineffectiveness. The paper argues that there is a potential confusion in engineering education around the role of active learning approaches, and that the adoption of these approaches may be limited as a result of this confusion, combined with a degree of disciplinary egocentrism. The paper presents examples of engineering and "engineering like" projects that demonstrate the effectiveness of adopting pedagogies and delivery methods more usually attributed to the liberal arts such as studio based learning. The paper concludes with some suggestions about how best to create a fertile environment from which inquiry based learning can emerge as well as a reflection on whether the only real limitation on cultivating such approaches is the disciplinary egocentrism of traditional engineering educators.

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Section: Haptic Glovementioning

confidence: 97%

Full STEAM ahead a manifesto for integrating arts pedagogics into STEM education

Connor

Karmokar

Whittington

et al. 2014

2014 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE)

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“…Three vibrotactile actuators on each fingertip convey this tactile information on human emotions. More recently, Muramatsu et al [15], Galambos and Baranyi [16], and Foottit et al [17] presented similar vibrotactile glove interfaces having one vibrotactile actuator per finger pad. The device developed by Muramatsu et al also includes bend sensors to register the grasping pose, and that of Foottit et al uses IMU and optical bend sensors to sense the hand and grasping pose, respectively.…”

Section: Related Research Workmentioning

confidence: 99%

A Low-Cost Multi-modal Auditory-Visual-Tactile Framework for Remote Touch

Sanfilippo¹,

Pacchierotti²

2020

2020 3rd International Conference on Information and Computer Technologies (ICICT)

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Haptic technology for human augmentation provides gains in ability for different applications, whether the aim is to enhance "disabilities" to "abilities", or "abilities" to "super-abilities". Commercially-available devices are generally expensive and tailored to specific applications and hardware. To give researchers a haptic feedback system that is economical, customisable, and fast to fabricate, our group developed a low-cost immersive haptic, audio, and visual experience built by using off-the-shelf (COTS) components. It is composed of a vibrotactile glove, a Leap Motion sensor, and an head-mounted display, integrated together to provide compelling immersive sensations. This paper proposes a higher technology readiness level (TRL) for the system to make it modular and reliable. To demonstrate its potential, we present two human subject studies in Virtual Reality. They evaluate the capability of the system in providing (i) guidance during simulated drone operations, and (ii) contact haptic feedback during virtual objects interaction. Results prove that the proposed haptic-enabled framework improves the performance and illusion of presence.

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“…Whilst tangible interaction [59][60][61] is currently a focus for the Creative Technologies, this is used to mean more than the physical. In this context, tangible is used to describe a form of "conceptual tangibility" that is a rejection of ambiguity.…”

Section: T Is For… Tangiblementioning

confidence: 99%

The A-Z of Creative Technologies

Connor¹,

Sosa²

2018

EAI Endorsed Transactions on Creative Technologies

Self Cite

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This paper undertakes an initial critical analysis of Creative Technologies as a means to gain insight to the nature of this as an emerging field. The paper utilises an approach previously used in the design discipline to characterise the field through the embodiment of an alphabetised narrative. This is extended through an analysis of the inter-relationships between the identified elements. The outcomes of this work are useful both in terms of identifying outcomes of academic programmes related to Creative Technologies and also stimulating a wider debate around the nature of the field.

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Development of a wearable haptic game interface

Cited by 15 publications

References 13 publications

Full STEAM ahead a manifesto for integrating arts pedagogics into STEM education

Full STEAM ahead a manifesto for integrating arts pedagogics into STEM education

A Low-Cost Multi-modal Auditory-Visual-Tactile Framework for Remote Touch

The A-Z of Creative Technologies

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