Description
Springer Engineering The User Interface From Research To Practice 2009 Edition by Miguel Redondo Crescencio Bravo Manuel Ortega
Digital Divide (DD) is a term that defines the division between people commu- ties states countries etc. with respect to the access to the new Information and Communication Technologies (ICTs). Nowadays it is essential to have tech- logical skills to work in a variety of jobs (i. e. administration education etc. ). Moreover ICTs have become ubiquitous and they affect almost every aspect of our daily life. The way in which people face the task of using ICTs varies depending on a plethora of variables. The most analysed ones are the technological literacy and the educational level. These are two very important factors that strongly affect the success of the individuals in accessing ICTs. Unfortunately these are not the only variables to consider. Some people suffer from mental and physical disabilities that are real impediments to access ICTs and they must be studied in detail. How can we help disabled people to access ICTs? Can public telecentres deal with this task? Can the ICTs be used to improve the accessibility of disabled people? Which projects aim to reduce the digital divide? Are they addressed to disabled people? These are some of the questions that we will try to answer at least partially in this chapter. We believe that governments must invest to avert the DD but they are not the only actors involved in this scenario. Table of contents : Creativity Support Tools: A Grand Challenge for HCI Researchers .......................................................................................11 Introduction.................................................................................12 Theory of Creativity ...................................................................23 Creative Processes ......................................................................24 Principles of Design for Creativity Support Tools .....................45 Creativity and Cognition 2007 Conference ................................56 U. S. National Science Foundation Efforts.................................67 Near-term Outcomes...................................................................7References......................................................................................8 Integrating Learning Processes Across Boundaries of MediaTime and Group Scale ...................................................................111 Introduction: Starting Point and First Orientation ....................122 Media Integration in the Classroom .........................................133 Process Integration and Explicit Learning Process Modelling.164 'Learning-Design by Example'................................................175 Learning Objects and Learning Communities..........................206 Extending the Notion of 'Communication through Artefacts' to Asynchronous Settings ............................................................... 217 The COLDEX Project.............................................................. 228 Challenge-based Learning ....................................................... 249 Contextualised Indexing and Retrieval.................................... 2510 Summary and Perspectives .................................................... 26References................................................................................... 27 Optimal Cost Haptic Devices for Driving Simulators................ 291 Introduction.............................................................................. 292 Haptic Devices......................................................................... 313 Control Board .......................................................................... 304 System Architecture................................................................. 325 Force Contact Models.............................................................. 335.1 Normal Force Model......................................................... 335.2 Tangential Force Models .................................................. 345.2.1 Non-Conservative Tangent Force Models ................. 345.2.2 Conservative tangential force model.......................... 345.3 Force Model to Render the Behaviour of Haptic Devices 356 Experimental Results ............................................................... 367 Conclusions.............................................................................. 38Acknowledgments............................................................... 39References................................................................................... 39 Interference of Auditory Information with Haptic Perception of Stiffness in Virtual Reality............................................................ 411 Introduction.............................................................................. 412 Method..................................................................................... 432.1 Subjects ............................................................................. 432.2 Material ............................................................................. 442.3 Procedure .......................................................................... 443 Resul