Elever kan ibland uppleva svårigheter med representationsformer och därför är studiens syfte att undersöka hur lärare arbetar med olika representationsformer samt hur lärare arbetar för att påvisa samband mellan representationsformer. Studien grundar sig i variationsteoretiska principer. Studiens empiri består av observationer om sex olika lärares helklassgenomgångar av eget valt ämnesinnehåll som har analyserats med hjälp av Ekdahls, Venkats och Runessons teoretiska ramverk (2016). Resultatet av studien visar att lärare använder representationsformen ”skrivna symboler” mest i undervisningen, samt att representationsformerna varierar beroende på vilket ämnesområde lärare undervisar i. Resultatet visar även att lärare använder gester och verbala uttryck för att tydliggöra sambanden mellan representationsformerna.  Slutsatsen är att lärare använder olika representationsformer i undervisningen samt att lärare tenderar att använda olika linking actions i matematikundervisningen för att synliggöra sambanden mellan representationsformer. / Students experience problems regarding representations in mathematics. Therefore the purpose of this study is to examine how teachers’ work with different representations and how they clarify the connections between representations. The study is based on the principles of variation theory. The data, consisting of observations of six different teachers whole class introductions, have been analysed using Ekdahl, Venkat and Runessons theoretical framework (2016). The study shows that teachers use the representation called “written symbols” most frequent and that the representation vary depending of the subject. The result also shows that teachers use gestures and their verbal expression to clarify the relationship between representations. The conclusion is that teachers use different representations in teaching, and that teachers tend to use different linking actions in mathematics to make the connection between representations visible.

Orientadores: José Augusto Mannis, Mikhail Malt / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Artes / Made available in DSpace on 2018-08-24T06:19:25Z (GMT). No. of bitstreams: 1 Vasconcellos_DanielMurraySantana_M.pdf: 888991653 bytes, checksum: d0ef7ef9c2b7bb6f672617689c6d1e8d (MD5) Previous issue date: 2013 / Resumo: emos como essencial nesta dissertação a revisão bibliográfica sobre nosso tema e o uso de métodos experimentais na composição de peças para violão solo desenvolvidas durante a pesquisa. Na análise dos "Estudos sobre maneiras de tocar I, II e III", utilizaremos como metodologia a hibridização de técnicas instrumentais (HTI ) e a análise gestual paramétrica (AGP) / Abstract: We have as essential in this work: the literature review on our topic and the use of experimental methods in composing pieces for solo guitar developed during the research. In the analysis of "Studies on ways of playing I, II and III", we use as methodology the hybridization of instrumental techniques and gestural parametric analysis / Mestrado / Fundamentos Teoricos / Mestre em Música

Orientador: Anna Paula Silva Gouveia / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Artes / Made available in DSpace on 2018-08-26T23:28:32Z (GMT). No. of bitstreams: 1 Miyashiro_RafaelTadashi_D.pdf: 2931738 bytes, checksum: e3600bb7be202d7c6d4a8301da385c5f (MD5) Previous issue date: 2015 / Resumo: Esta é uma pesquisa sobre os gestos na escrita no design gráfico. Esses gestos se manifestam na forma de caligrafia, letreiramento e design de tipos. A pesquisa, de natureza qualitativa, se inspira tanto na fenomenologia quanto na complexidade, na sua forma de abordar o corpo, e portanto o gesto. O gesto é visto como um intervalo de espaço-tempo, cujas fronteiras são a intenção e a intenção materializada, aonde o corpo é protagonista. Assim, a pesquisa buscou cobrir elementos que estão envolvidos nesse intervalo: a escrita, a imaginação, o aprendizado (que inclui tanto uma parte teórica quanto uma prática, com a elaboração de workshops e uma disciplina de graduação) e o gesto como consequência do ser no mundo. Nas considerações finais retoma-se o que foi discutido ao longo da tese, reforçando que os gestos podem ser vistos como algo mais que o movimento físico do corpo. Nesse sentido, considera-se a importância da compreensão do corpo, e sua relação com o mundo, para que os gestos da escrita sejam desenvolvidos em seu potencial pleno / Abstract: This is a research about gestures of writing in graphic design. These gestures present themselves as calligraphy, lettering and type design. The body ¿ and the gesture ¿ approach is inspired by phenomenology and complexity theory. Gesture is seen as a space-time interval, and the body is its protagonist. Therefore, this research involves the elements of this interval: writing, imagination, knowledge (through theory and the practice experience based on workshops and undergraduate course) and gesture as expression of the being in the world. At the conclusion, all these elements are resumed, reinforcing that gestures may be seen as something more than its physical expression and it is important to understand and recognize the body as a whole, and its relationship to the world, so gestures of writing can be developed in its full potencial / Doutorado / Artes Visuais / Doutor em Artes Visuais

[pt] O avanço das tecnologias de realidade virtual tem viabilizado melhor acesso a essas tecnologias e a menores custos, desonerando os estudos nesta linha. Este trabalho propõe e estuda diversas técnicas de navegação e seleção em ambientes virtuais usando o Microsoft Kinect. Este dispositivo foi escolhido pois, além de ter custo acessível, permite que o usuário interaja com o sistema sem precisar estar com um dispositivo em mãos ou acoplado ao corpo. Com isto procura-se aumentar o grau de imersão e, possivelmente, criar formas de interação mais familiares aos usuários, ou seja, diminuir a distância do mundo virtual para o real. Através dessas técnicas busca-se que o usuário possa se locomover e interagir com objetos em um ambiente virtual de forma mais próxima ao que faria em um ambiente físico real. Para este trabalho foram implementadas três técnicas de navegação e três de seleção. Uma série de testes foram feitos avaliando pontos como facilidade de uso, esforço cognitivo, tempo de realização de tarefas, fluidez da navegação, entre outros fatores, para cada técnica proposta e para a combinação delas. / [en] The improvement of virtual reality technologies has enabled increased access to these technologies and at lower prices, allowing more studies in this line. This work proposes and studies several navigation and selection techniques in virtual environments using Microsoft Kinect. This device was chosen because, besides having an accessible price, it allows the user to interact with the system without need of hand-held devices or having a device attached to the body. This way we intend to increase the degree of virtual presence and, possibly, create more familiar interactions, in other words, reduce the distance between the virtual world and the real world. Through these techniques we strive to allow the user to move and interact with objects in the virtual world in a way similar to how he would do so in the real physical world. For this work three navigation and three selection techniques were implemented. A series of tests were undertaken to evaluate aspects such as ease of use, mental effort, time spent to complete tasks, fluidity of navigation, amongst other factors for each proposed technique and the combination of them.

La collaboration entre plusieurs personnes peut prendre plusieurs formes, et la technologie soutient depuis longtemps ces pratiques. Mais lorsque la collaboration doit se faire à distance, est-elle aussi bien assistée par la technologie ? Dans ce travail, je soutiens l'idée selon laquelle le succès d'un système de télécommunications ne dépend pas de sa capacité à imiter une collaboration colocalisée, mais dans sa capacité à faciliter les pratiques collaboratives découlant des caractéristiques spécifiques de la technologie. J'explore cet argument en utilisant un mur d'écrans en tant que technologie collaborative. J'ai commencé par observer des collaborateurs effectuer leur travail quotidien à distance en utilisant des prototypes. Ensuite j'ai conduit des expériences et j'ai trouvé que les utilisateurs peuvent interpréter avec précision les instructions déictiques à distance et le regard direct quand un collaborateur à distance est affiché par une vidéo, même si celle-ci n'est pas placée directement devant l'observateur. À partir de ces résultats, j'ai créé CamRay, un outil de télécommunication qui utilise une rangée de caméras pour enregistrer le visage des utilisateurs lorsqu'ils parcourent physiquement les données le long de l'écran et présente cette vidéo sur un autre mur d'écrans distant par dessus le contenu existant. Je propose deux possibilités pour afficher la vidéo: Follow-Local, où le flux vidéo de l'utilisateur distant suit l'utilisateur local, et Follow-Remote où il suit l'utilisateur distant. Je montre que Follow-Remote préserve les relations spatiales entre le collaborateur à distance et le contenu de l'écran, créant ainsi la possibilité de désigner les objets par des gestes de pointage, tandis que Follow-Local facilite les conversations grâce à un face-à-face virtuel qui transmet plus facilement la communication gestuelle. Finalement, je me base sur ces résultats pour guider la conception de futurs systèmes de communications à distance entre murs d'écrans, et dégager des considérations à suivre lorsque des capacités de communication à distance sont ajoutées à de nouvelles technologies. / Collaboration can take many forms, for which technology has long provided digital support. But when collaborators are located remotely, to what extent does technology support these activities? In this dissertation, I argue that the success of a telecommunications system does not depend on its capacity to imitate co-located conditions, but in its ability to support the collaborative practices that emerge from the specific characteristics of the technology. I explore this using wall-sized displays as a collaborative technology. I started by observing collaborators perform their daily work at a distance using prototypes. I then conducted experiments and found that people can accurately interpret remote deictic instructions and direct gaze when performed by a remote collaborator through video, even when this video is not placed directly in front of the observer. Based on these findings, I built CamRay, a telecommunication system that uses an array of cameras to capture users' faces as they physically navigate data on a wall-sized display, and presents this video in a remote display on top of existing content. I propose two ways of displaying video: Follow-Local, where the video feed of the remote collaborator follows the local user, and Follow-Remote, where it follows the remote user. I find that Follow-Remote preserves the spatial relations between the remote speaker and the content, supporting pointing gestures, while Follow-Local enables virtual face-to-face conversations, supporting representational gestures. Finally, I summarize these findings to inform the design of future systems for remote collaboration across wall-sized displays.

This diploma thesis deals with application of Microsoft Kinect sensor for remote control of mobile robot. The aim was design and implement methods for remote control of mobile robot with using of predefined gestures and these method practically tested.

Syftet med studien är att bidra med kunskap om hur elever i lågstadiet använder sig av gester för att kommunicera och uttrycka sig i matematik. För att besvara syftet utgår studien från två forskningsfrågor som fokuserar på elevers gester och muntlig kommunikation i samband med att de bygger en konstruktion med tre-dimensionella geometriska kroppar. Studien grundar sig i embodied cognition vilket innebär att man förutsätter att lärande sker med hjälp utav kroppen. Studiens metod utgörs av observationer med åtta elever, där samtliga observationstillfällen spelades in. Materialet analyserades med hjälp av en tematisk analys som resulterade i några centrala teman i studien. Resultatet visar att de deltagande eleverna i stor utsträckning använder gester för att uttrycka sig och kommunicera i geometri. Eleverna använde gester i samband med att de uttryckte geometriska kroppars form, läge och position. En av studiens slutsatser är att gester kan användas för att komplettera eller förtydliga elevers tankar när de bygger konstruktioner med geometriska kroppar. / The purpose with the study is to contribute with knowledge about how pupils in the elementary school use gestures to communicate and express mathematics. To achieve the purpose of the study the two research questions focus on pupils’ hand gestures and oral speech when they build a construction with geometrical three-dimensional shapes. The study is based on the theory of embodied cognition, which means that knowledge and learning is embodied. The data consists of observations with eight pupils and all the observation was recorded. The material was analysed using a thematic analysis and proceed to find central themes in the material. The result shows that the pupils frequently use gestures to express and communicate in geometry. The pupils used gestures when they expressed the shape but also situations and positions of the geometric shapes. The conclusion is that gestures can be used as a complement and to clarify the pupils’ thoughts when they build a construction with geometrical shapes.

Studiens syfte är att beskriva hur elever i de lägre åldrarna använder handgester när de löser aritmetikuppgifter. Den teoretiska utgångspunkten i studien är embodied cognition, där det centrala i teorin är att vi lär oss genom kroppen. Tio elever i sjuårsåldern i Sydafrika har observerats med fokus på deras användning av handgester. Resultatet visade att flera av eleverna använder handgester när de löser additions- och subtraktionsuppgifter och att det finns ett antal olika handgester de använder sig av. De olika handgesterna delades in i taktila och icke-taktila gester, som i sin tur kopplades till konkreta och abstrakta gester. Slutsatsen av studien är att elever använder sig av olika handgester i olika kombinationer när de löser aritmetikuppgifter. Deras gester med händer och fingrar kan vara ett uttryckssätt för deras utvecklingsprocess och kan fungera som en bro mellan konkret och abstrakt tänkande. / The aim of the study is to describe how students of the lower ages use hand gestures when solving arithmetic tasks. The theoretical basis of the study is embodied cognition. The viewpoint of embodied cognition holds that the body is a tool for learning. Ten students in South Africa, aged seven, have been observed based on their use of hand gestures. The result showed that several students use hand gestures when solving addition and subtraction tasks and there were a number of different hand gestures being used. The various hand gestures were divided into tactile and non-tactile gestures. These could in turn be linked to concrete and abstract gestures. The conclusion of the study is that students use different types of hand gestures and also in various combinations when solving arithmetic tasks. Their hand gestures can be a way of expressing their development process and to function as a bridge between concrete and abstract thinking.

A careful, investigative look at what could be described as “metaresearch” (research on research) within Human-Computer Interaction and Interaction Design reveals that there is an issue regarding the conceptualizing and communication of complex ideas and meanings. The multidisciplinary nature of this field causes confusion and difficulty in expression when disparate terminology from its different fields is used in unison to express ideas unique to it or complex enough to need sketching, gestures or extensive explanation to get the message across. This thesis argues that creating a unified language that can join these forms of expression is something that could potentially solve this issue, and proposes a blueprint of what such a language would look like, backing its claims using literature research and expert interviews.

This thesis explores how non-visual modalities, especially gestures, can be utilized to enhance User Experience, taking as a probe an existing multi-screen, cross-device system.  In the first Chapters of the thesis a theory on cross-device systems is  being reviewed for the existing design frameworks, principles and practices, and a case study to further investigation of challenges and issues occurring in a chosen cross-device system is conducted.  As a conclusion of both theoretical and empirical research, the pivotal change in the design approach is made. The design opportunity focuses on exploring non-visual modalities in the context of the above-mentioned cross-device system.  As a result of design activities, especially the co-creation session, gesture taxonomy is proposed. Gestures are described and documented in order to contribute to the field of HCI and to become an inspiration for designers aiming to design for cross-device systems beyond the screens.