Computer-augmented Environment Research Articles

Design requirements for ubiquitous computing environments for healthcare professionals.

Ubiquitous computing environments can support clinical administrative routines in new ways. The aim of such computing approaches is to enhance routine physical work, thus it is important to identify specific design requirements. We studied healthcare professionals in an emergency room and developed the computer-augmented environment NOSTOS to support teamwork in that setting. NOSTOS uses digital pens and paper-based media as the primary input interface for data capture and as a means of controlling the system. NOSTOS also includes a digital desk, walk-up displays, and sensor technology that allow the system to track documents and activities in the workplace. We propose a set of requirements and discuss the value of tangible user interfaces for healthcare personnel. Our results suggest that the key requirements are flexibility in terms of system usage and seamless integration between digital and physical components. We also discuss how ubiquitous computing approaches like NOSTOS can be beneficial in the medical workplace.

Contextual Mobile Learning for Repairing Industrial Machines: System Architecture and Development Process

The convergence of mobile communication and wearable computers offers the opportunity to develop mobile learning systems which are able to assist individuals and groups in professional and industrial learning situations. In this paper we present a contextual mobile learning system aimed at assisting users in repairing industrial machines (or appliances) or learning this repairing procedure using mobile computing devices like PDA or tablet PC, using appropriate wearable input/output devices. After a short presentation of our perception of the contextual mobile learning IMERA platform (French acronym for Computer Augmented Environment for Mobile Interaction) will also follow a presentation of the development process organizing task analysis, production of learning units, contextualization with RFID tags and configuration of wearable computer used by the learner. Based on the platform the system framework will be explained. Finally we will describe a concrete industrial case study used to test and evaluate our system.

A reexamination of the size–weight illusion induced by visual size cues

The size-weight illusion induced by visually perceived sizes was reexamined to investigate whether this illusion is a sensory based or cognitive-based phenomenon. A computer-augmented environment was utilized to manipulate visual size information of target objects independently of their haptic information. Two physical cubes of equal mass (30.0 g) and size (3.0 x 3.0 x 3.0 cm) were suspended in parallel by wires attached to small graspable rings, in order to keep haptically obtained information constant between lifts. Instead of directly seeing each physical cube, subjects viewed 3D graphics of a cube with a wire and a ring that were precisely superimposed onto each physical cube. Seventeen subjects vertically lifted these augmented cubes, one after the other, by grasping the attached rings, and then reported their perception of cube heaviness. The graphical size of a comparison cube pseudo randomly varied for every comparison from 1.0 x 1.0 x 1.0 to 9.0 x 9.0 x 9.0 cm, while that of a standard cube remained constant (5.0 x 5.0 x 5.0 cm). Results indicated that the size-weight illusion frequently and systematically occurred for all the subjects such that when the comparison cube was relatively smaller than the standard cube, it was perceived to be heavier, and vice versa. As the size difference increased between the standard cube and the comparison cube, more subjects experienced the illusion, and vice versa. Follow-up tests showed occurrence of the size-weight illusion was significantly correlated with subject's sensitivity to discriminate weight, but not with sensitivity to discriminate visual size. Results suggest that the size-weight illusion induced by only visual size cues in an augmented environment is sensory based, and depends on an individual's integrated perception based on multimodal sensory information.

Effects of a Computer-Augmented Learning Environment on Math Achievement for Students with Differing Cognitive Style

The relationship between cognitive style and success in a computer-augmented learning environment was investigated. Fifty-nine students enrolled in a developmental education course in algebra were assigned to one of two instructors and one of two treatment conditions (computer-augmented instruction or traditional instruction). Student cognitive style (field-independence-dependence) was determined by performance on the Group Embedded Figures Test. Significant variables identified from a stepwise regression included main effects for prior achievement, cognitive style, and instructor. In addition, a significant treatment by cognitive style interaction was found. Field-dependent students exhibited greater math achievement in a computer-augmented environment, whereas students with indiscriminate cognitive style demonstrated greater achievement in a traditional learning environment. The results supported the hypothesis that learning environments differentially effect students with dissimilar cognitive style characteristics.