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    188宝金博页面版: 国际大学生程序设计竞赛获奖论文ACM ICPC Paper 2702123.2702396

    下载积分： 4100

    内容提示： FeelSleeve: Haptic Feedback to Enhance Early Reading Nesra Yannier 1,2 Ali Israr 1 Jill Fain Lehman 1 Roberta L. Klatzky 2 1 Disney Research Pittsburgh, 2 Carnegie Mellon University, 4720 Forbes Avenue, 5000 Forbes Avenue, Pittsburgh PA, 15213 USA Pittsburgh PA, 15213 USA {israr, jill.lehman}@disneyresearch.com {nyannier, klatzky}@cmu.edu ABSTRACT Engaging chil...

    文档格式：PDF | 页数：10 | 浏览次数：2 | 上传日期：2022-04-21 06:48:22 | 文档星级：
    FeelSleeve: Haptic Feedback to Enhance Early Reading Nesra Yannier 1,2 Ali Israr 1 Jill Fain Lehman 1 Roberta L. Klatzky 2 1 Disney Research Pittsburgh, 2 Carnegie Mellon University, 4720 Forbes Avenue, 5000 Forbes Avenue, Pittsburgh PA, 15213 USA Pittsburgh PA, 15213 USA {israr, jill.lehman}@disneyresearch.com {nyannier, klatzky}@cmu.edu ABSTRACT Engaging children with traditional approaches in education, especially reading, grows ever more difficult in the face of their attachment to tablets and computer games. We explore the possibility of making the story reading experience more interesting and memorable for children using haptic augmentation. In this paper, we present FeelSleeve, an interface that allows children to feel story events in their hands while they are reading on a mobile device. FeelSleeve uses transducers and audio output from the tablet within a gloved attachment to create vibratory effects that are meaningfully related to story content. We describe a study investigating whether embedding such haptic feedback into stories enhances reading for six to nine year olds. Our results indicate that story events accompanied by haptic feedback are better comprehended and appear to be more salient in memory. These results provide evidence that haptic effects have the potential to improve children’s reading experience and make it more memorable. Author Keywords Haptic vocabulary; vibrotactile feedback; story reading technology; story listening technology; handheld technology ACM Classification Keywords H.5.2 [Information interfaces and presentation]: User Interfaces—Haptic I/O. INTRODUCTION As children transition from story listening to active reading, they undergo a fundamental and challenging transformation. Listening to stories sets the stage for reading by introducing children to a broad range of language, including new vocabulary and metaphorical extension, and establishing general skills of spelling and grammar [20]. Reading adds additional demands, not only in word decoding and oral language production, but in comprehension of ever more advanced language structure. To bridge the chasm from listening to reading, texts commonly introduce scaffolding in the form of alternative media, particularly illustrations. More recently, additional modalities and interactive media have been introduced even at the story listening stage [21, 24]. However, the integration of haptic feedback into the story listening and reading experience is not well explored. Furthermore, few controlled experiments investigate whether adding haptic feedback can enhance story reading for children by improving their comprehension and memory. The present research provides such an experiment Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than the ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from permissions@acm.org. CHI 2015, April 18–23, 2015, Seoul, Republic of Korea. Copyright is held by the owner/author(s). Publication rights licensed to ACM. ACM 978-1-4503-3145-6/15/04…$15.00. http://dx.doi.org/10.1145/2702123.2702396 Figure 1. A child reading with FeelSleeve and feeling haptic effects associated with story events on her hands. Kids Haptic, Wearable, Tangible Learning CHI 2015, Crossings, Seoul, Korea1015

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