Interactions gestuelles multi-point et géométrie déformable pour l'édition 3D sur écran tactile: Malgré les progrès en capture d'objets réels et en génération procédurale, la création de contenus pour les mondes virtuels ne peut se faire sans interaction humaine. Cette thèse propose d'exploiter les nouvelles technologies tactiles (écrans "multi-touch") pour offrir une interaction 2D simple et intuitive afin de naviguer dans un environnement virtuel, et d'y manipuler, positionner et déformer des objets 3D. En premier lieu, nous étudions les possibilité et les limitations gestuelles de la main et des doigts lors d'une interaction sur écran tactile afin de découvrir quels gestes semblent les plus adaptés à l'édition des environnements et des objets 3D. En particulier, nous évaluons le nombre de degré de liberté efficaces d'une main humaine lorsque son geste est contraint à une surface plane. Nous proposons également une nouvelle méthode d'analyse gestuelle par phases permettant d'identifier en temps réel les mouvements clés de la main et des doigts. Ces résultats, combinés à plusieurs études utilisateur spécifiques, débouchent sur l'identification d'un patron pour les interactions gestuelles de base incluant non seulement navigation (placement de caméra), mais aussi placement, rotation et mise à l'échelle des objets. Ce patron est étendu dans un second temps aux déformations complexes (ajout et suppression de matière ainsi que courbure ou torsion des objets, avec contrôle de la localité). Tout ceci nous permet de proposer et d'évaluer une interface d'édition des mondes 3D permettant une interaction tactile naturelle, pour laquelle le choix du mode (navigation, positionnement ou déformation) et des tâches correspondantes est automatiquement géré par le système en fonction du geste et de son contexte (sans menu ni boutons). Enfin, nous étendons cette interface pour y intégrer des déformations plus complexe à travers le transfert de vêtements d'un personnage à un autre, qui est étendu pour permettre la déformation interactive du vêtement lorsque le personnage qui le porte est déformé par interaction tactile. / Multi-touch gesture interactions and deformable geometry for 3D edition on touch screen: Despite the advances made in the fields of existing objects capture and of procedural generation, creation of content for virtual worlds can not be perform without human interaction. This thesis suggests to exploit new touch devices ("multi-touch" screens) to obtain an easy, intuitive 2D interaction in order to navigate inside a virtual environment, to manipulate, position and deform 3D objects. First, we study the possibilities and limitations of the hand and finger gestures while interacting on a touch screen in order to discover which gestures are the most adapted to edit 3D scene and environment. In particular, we evaluate the effective number of degrees of freedom of the human hand when constrained on a planar surface. Meanwhile, we develop a new gesture analysis method using phases to identify key motion of the hand and fingers in real time. These results, combined to several specific user-studies, lead to a gestural design pattern which handle not only navigation (camera positioning), but also object positioning, rotation and global scaling. Then, this pattern is extended to complex deformation (such as adding and deleting material, bending or twisting part of objects, using local control). Using these results, we are able to propose and evaluate a 3D world editing interface that handle a natural touch interaction, in which mode selection (i.e. navigation, object positioning or object deformation) and task selections is automatically processed by the system, relying on the gesture and the interaction context (without any menu or button). Finally, we extend this interface to integrate more complex deformations, adapting the garment transfer from a character to any other in order to process interactive deformation of the garment while the wearing character is deformed.

This thesis focuses on the application of the tangible user interface and spatial augmented reality principals for playing board games. For this purpose, a system called interactive table was developed. It is both hardware and software solution. The hardware part solves the installation of a depth camera and a projector located above the table. The software solution deals with calibration of the depth camera and projector system using known procedures for camera calibration on the one hand, on the other hand it solves tasks from the field of computer vision. This perceptional part is the core of the whole thesis and for the purposes of playing board games it provides information about the location of the physical game object, physical game board and the calculations of mask for masking distracting objects. An educational application was developed for the purposes of demonstration of the system options. The interactive table offers new possibilities for playing board games in a real-world environment by the combination of the augmented reality elements with real-world objects and the related new user experience.

Submitted by Maike Costa (maiksebas@gmail.com) on 2016-07-27T13:37:19Z No. of bitstreams: 1 arquivo total.pdf: 1946762 bytes, checksum: 9cbf86e585af5db7dea3eeb9b675c1a2 (MD5) / Made available in DSpace on 2016-07-27T13:37:19Z (GMT). No. of bitstreams: 1 arquivo total.pdf: 1946762 bytes, checksum: 9cbf86e585af5db7dea3eeb9b675c1a2 (MD5) Previous issue date: 2015-10-14 / This research aims to assess to what extent information and communication technologies (ICT) contribute to the reading acquisition process. This work has as its core the implementation of an intervention project developed with children under five years of age, the Municipal Center for Child Education Mercia Maria Bezerra Costa, in Recife / PE, through the use of Educational Tables Alphabet, Positivo , computer company and educational technology. I have relied on Simonetti (2007) and Smith (2014), on the concepts of literacy and literacy; and Kenski (2012) and Ribeiro (2012), on the use of Digital Learning Objects, among others. For four weeks, students randomly chosen (twelve of the twenty-four class), attended by about sixty minutes daily classes in the multimedia room, living the practice of specific activities, and other remaining three hours of teaching time with mediation holder of the room teacher. This research was characterized as an action research, by allowing the intervention of the teacher within a social problem, mobilizing participants and giving opportunities for them to critically reflect on their actions in building new knowledge. The result shows that the earlier children have contact with the various genres, the greater the chances they like to read. The playful, present in educational digital games of Educational Tables alphabet, together with the methodology Different Paths, developed by Flower (2004), contributes significantly to learning, due mainly to the motivation and interaction provided by the artifact. The satisfactory result has become even more evident from the fact that the knowledge gained by the project members was higher than those who did not participate in the project. We refer to the high word in order that children who were in the classroom, without the intervention of the methodology and the use of educational table, remained, during the same period, without identifying letters and read words, while those They participated now have that power. Thus, the proposed objective was reached, to ensure learning for all involved in the research, and also to awaken, encourage and promote discussions on the use of these resources by the teacher. It was possible to achieve significant results regarding the acquisition of reading, in a pleasant way, but there needs to be planning the entire process, from clear and well-defined objectives, and not just to replace pencil and paper. / A presente pesquisa tem como objetivo avaliar em que medida as tecnologias da informação e da comunicação (TIC) contribuem para o processo de aquisição da leitura. O referido trabalho traz como cerne a implementação de um projeto de intervenção desenvolvido com crianças de cinco anos de idade, do Centro Municipal de Educação Infantil Mércia Maria Bezerra Costa, na cidade do Recife/PE, através da utilização das Mesas Educacionais Alfabeto, da Positivo, empresa de informática e tecnologia educacional. Baseamo-nos em Simonetti (2007) e Soares (2014), sobre as concepções de alfabetização e letramento; e em Kenski (2012) e Ribeiro (2012), sobre a utilização de Objetos Digitais de Aprendizagem, entre outros. Durante quatro semanas, os alunos, escolhidos aleatoriamente (doze dentre os vinte e quatro da turma), participaram por cerca de sessenta minutos diários, de aulas na sala multimídia, vivenciando a prática de atividades específicas, e outras três horas restantes do tempo pedagógico com a mediação da professora titular da sala. Caracterizou-se como uma pesquisa-ação, por possibilitar a intervenção do professor mobilizando os participantes e oportunizando-os a refletir criticamente sobre suas ações na construção de novos saberes. O resultado obtido mostra que, quanto mais cedo as crianças têm contato com os diversos gêneros textuais, maiores são as chances de gostarem de ler. O lúdico, presente nos jogos digitais pedagógicos das Mesas Educacionais Alfabeto, aliado à metodologia Caminhos Diferentes, desenvolvida por Flor (2004), contribuiu, de forma significativa, para a aprendizagem, devido, principalmente, à motivação e à interação propiciada pelo artefato. O resultado satisfatório tornou-se ainda mais evidente, a partir da constatação de que o conhecimento adquirido pelos integrantes do projeto foi superior em relação aos que não participaram do projeto. Referimo-nos à palavra superior, tendo em vista que as crianças que ficaram em sala de aula, sem a intervenção da metodologia e do uso da mesa educacional, permaneceram, durante o mesmo período, sem identificar letras e ler palavras, enquanto que as que participaram passaram a ter essa competência. Dessa forma, o objetivo proposto foi atingido, por garantir o aprendizado a todos os envolvidos na pesquisa, e, ainda, por despertar, incentivar e fomentar discussões sobre a utilização desses recursos pelo professor. Foi possível conseguir resultados significativos a respeito da aquisição da leitura, de maneira prazerosa, mas é preciso que haja planejamento de todo o processo, a partir de objetivos claros e bem definidos, e não apenas para substituir lápis e papel.

The main aim of my thesis is to mediate information about interactive tables in the Czech language teaching at elementary schools and elaboration of the methodical support for teaching. The thesis is divided into the theoretical part, which includes the first three chapters, and the practical part which has two chapters. In the theoretical part the author first introduces readers with interactivity, technical and historical development of the tables and their use in teaching. Second chapter brings knowledge about teaching methods with the use of interactive tables, the requirements on teachers, and the positive and negative advantages of the use of the tables based on the teachers and the students view. The third chapter represents main resources of teaching materials. The practical part is based on the creation of the methodical support for teaching, which provides detailed instructions for working with the SMART Table. The subject of the fourth chapter is working with the SMART table, adjustment of the table and the work with activities. Fifth chapter will introduce the computer program SMART Table Toolkit, his installation, adjustment, adjustment of activities and their use in teaching.