La complexité de l’anatomie fait de son apprentissage une tâche difficile. Au fil des années, différents supports de connaissances ont vu le jour dans le but de représenter et structurer l’anatomie : des dessins au tableau, aux livres d’anatomie, en passant par l’étape incontournable de la dissection, et des travaux pratiques sur maquettes 3d. Il est néanmoins difficile d’appréhenderla dimension dynamique de l’anatomie avec les outils d’apprentissage conventionnels ; connaissance qui est pourtant essentielle à la formation des médecins. A travers ces travaux de thèse nous proposons un système original et innovant pour l’apprentissage de l’anatomie intitulé « Living Book of Anatomy » (LBA). L’idée étant, pour un utilisateur donné, de superposer à sa propre image une maquette anatomique 3d (peau, squelette, muscles et viscères) et del’animer en mimant les mouvements de celui-ci. Nous parlons ici d’une application temps-réel de type « miroir augmenté ». Nous utilisons la Kinect comme capteur de mouvement.Le premier défi à relever est l’identification de caractéristiques morphologiques qui nous permettront de recaler notre maquette anatomique 3d sur l’utilisateur. Nous proposons ici deux technologies interchangeables en fonction des besoins. La première méthode, temps-réel, est basée sur l’utilisation de transformations affines attachées entre les repères positionnés à chaque articulation du squelette donné par la Kinect pour déformer la maquette 3d à l’aide de poids de skinning prédéfinis. La seconde méthode, plus couteuse en temps (de l’ordre de quelques minutes), se découpe en trois parties : dans un premier temps nous déformons la peau à l’aide de la position des articulations du squelette d’animation Kinect et du nuage de pointpartiel de l’utilisateur ; à partir de cela et de règles anatomiques strictes nous déformons le squelette ; pour finir nous déformons les tissus mous pour qu’ils comblent l’espace entre le squelette et la peau. Le second défi concerne la capture réaliste et temps-réel des mouvements utilisateurs. Reproduire le comportement des structures anatomiques est une tâche complexe due aux informations Kinect souvent partielles et très bruitées. Nous proposons ici l’utilisation de règles anatomiques concernant les articulations du corps (axes de rotation et butées articulaires) pour contraindre les mouvements donnés par la Kinect et obtenir des mouvements réalistes. Pour obtenir des mouvements fluides nous nous proposons d’utiliser des filtrages, notamment le filtre de Kalman. Le dernier défi concerne la dominante de retour visuel et d’interaction.Lors de ces travaux nous nous sommes tout particulièrement intéressés à un renducorps complet pour montrer le fonctionnement général du corps humain et de ces différentes articulations. Nous avons également choisi le membre inférieur comme structure anatomique d’intérêt avec pour but la mise en avant de phénomènes anatomiques spécifiques, comme l’activité musculaire.Les différents éléments ont été intégrés dans un système opérationnel présenté en détails dans ce manuscrit de thèse. Grâce à des expérimentations - avec des étudiants et des professionnels de différents domaines - et la présentation de ces travaux sous forme de démonstrations lors de différents congrès, nous avons validé cet outil / To ease the complex task of anatomy learning, there exist many ways to represent and structure anatomy : illustrations, books, cadaver dissections and 3d models. However, it is difficult to understand and analyse anatomy motion, which is essential for medicine students. We present the "Living Book of Anatomy" (LBA), an original and innovative tool to learn anatomy. For a specific user, we superimpose a 3d anatomical model (skin, skeleton, muscles and visceras) onto the user’s color map and we animate it following the user’s movements. We present a real-time mirror-like augmented reality (AR) system. A Kinect is used to capturebody motions.The first innovation of our work is the identification of the user’s body measurements to register our 3d anatomical model. We propose two different methods to register anatomy.The first one is real-time and use affine transformations attached to rigid positioned on each joint given by the Kinect body tracking skeleton in order to deform the 3d anatomical model using skinning to fit the user’s measurements.The second method needs a few minutes to register the anatomy and is divided in 3 parts : skin deformation (using Kinect body tracking skeleton and the Kinect partial point cloud), with it and strict anatomical rules we register the skeleton. Lastly we deformm the soft tissues to completly fill the space inbetween the registered skeleton and skin.Secondly, we want to capture realistically and in real-time the user’s motion. To do that we need to reproduce anatomical structure motion but it is a complex task due to the noisy and often partial Kinect data. We propose here the use of anatomical rules concerning body articulations (angular limits and degrees of freedom) to constraint Kinect captured motion in order to obtain/gain plausible motions. a kalman filter is used to smooth the obtaiined motion capture.Lastly, to embed visual style and interaction, we use a full body reproduction to show general knowledge on human anatomy and its differents joints. We also use a lower-limb as structure of interest to higlight specific anatomical phenomenon, as muscular activity.All these tools have been integrated in a working system detailed in this thesis.We validated our tool/system by presenting it as a live demo during different conferences and through user studies done with students and professionnals from different backgrounds

Un jeu pédagogique constitue une déclinaison relative à l’apprentissage du concept de jeu sérieux (serious game). Ce type d'outil permet la ludification (gamification) de l'activité afin d'utiliser des éléments de jeu dans un contexte non ludique et conduit à catalyser l’attention, faire accroître l’engagement et augmenter la motivation des joueurs-apprenants dans les situations d’apprentissage. Les jeux pédagogiques reposent sur la mise en situation et l’immersion des apprenants, utilisant les ressorts ludiques dans des simulations axées vers la résolution de problèmes. Parmi des recherches antérieures, certains retours d’expériences font écho d’une trop grande artificialité de l’activité notamment par manque de contextualisation de l’apprentissage dans l’environnement d’utilisation des connaissances apprises. Nous avons proposé la mise en place un environnement mixte (physique et numérique) et l’utilisation de techniques collaboratives pour raffiner l’approche pédagogique. Ces orientations nous ont menés à la mise en place de ce que nous appelons des «Jeux Pédagogiques Collaboratifs Situés » (JPCS). Les deux questions de recherche qui nous ont été posées dans le cadre du projet SEGAREM et qui sont devenues les nôtres sont : 1/ comment accompagner les jeux sérieux par l’approche Réalité Augmentée (RA) et l'approche Interface Tangible (IT)? 2/ comment rendre la conception et la mise en œuvre des JPCS (Jeux Pédagogiques Collaboratifs Situés) plus explicite et plus systématique ? Les réponses que nous présentons dans cette thèse sont les suivantes : 1/ la conception et la mise en œuvre des pupitres interactifs supportant des objets réels augmentés, associés à un protocole de communication existant, proposant un support générique des techniques d’interaction détectée et de prise en compte du contexte physique d’utilisation ; 2/ une approche de production de JPCS se situant après l’étape de scénarisation ludo-pédagogique qui constitue notre cahier des charges. Nous avons basé notre approche sur des modèles pour permettre un support d’expression qui précise les caractéristiques des JPCS. Ces modèles sont soutenus par des éditeurs contextuels et produisent comme résultat des fichiers de descriptions en XML. La projection des descriptions obtenues sur une architecture générique d’exécution du JPCS permet une spécialisation pour obtenir une version exécutable. Dans les six modèles, certains sont adaptés des travaux antérieurs de l’équipe, d'autres issues de la littérature et les derniers sont directement proposés ici. Ces six modèles décrivent l’activité (un modèle d’orchestration de l’activité et un modèle de tâches), la structure de différents environnements, l’état initial de l’environnement et les conditions nécessaires d’un état final et les interactions possibles entre les joueurs et l’environnement. Nos travaux tant sur les pupitres que sur les modèles et le support d’exécution ont été concrétisés dans la mise en place de Lea(r)nIt. Ce JPCS avait pour but de consolider des acquis méthodologiques en Lean Manufacturing par l’utilisation et l’optimisation d’une chaîne de production simulée sur pupitres (supportant interactions tactiles, interactions tangibles et pouvant être assemblés) et sur téléphones mobiles (permettant la mobilité des joueurs-apprenants). / A Learning game is a declension of the serious game concept dedicated to the learning activity. A Learning game is based on a scenario and immersion of the learners with use of game mechanics on problem based simulation. The gamification concept is the use of game elements in a non-playful activity with as impact attention, motivation and engagement. However, some research feedback explains that too much artificiality on learning activity caused by a lack of contextualization of the activity on the professional environment. We propose to use Mixed Reality and Collaborative Supported Computer Work as technological solution to support situated and collaborative situation in aim to enhance pedagogical strategy and allow a better learning. We call it “Situated Collaborative Learning Game” (SCLG) as a concept of pedagogical tools to enhance learning of content with use of collaborative learning (when learners interactions is useful to learn), situated learning (when the environment context is meaningful) and human-physical objet interaction (with use of mixed reality, with kinesthetic and tangible interaction in augmented reality) and game based learning (when learner's motivation is improved by the learning activity). In these contexts, our two research questions are: 1 / How to create a serious games support by use of Augmented Reality (AR) approach and Tangible Interface (IT) approach? 2 / How to make design and development of SCLG (situated collaborative learning game) more explicit and systematic? We propose two solutions: 1/ the design and the production of four interactive desks with support of tangible interaction on and above the table. These devices are linked to a communication protocol which allows a generic support of technical interaction. 2/ A generic way to design the CSLG system, with integration of advanced human computer interaction support (as augmented reality and tangible interaction) and ubiquitous computing in Learning Games. For that, we propose, with a user centered oriented and model oriented design, a way to make a CSLG factory. For that, we propose use of six models to determinate the behavior of the CSLG. These six models describe learners’ activity (with use of three different models to follow the activity theory’s), the mixed game environment, deployment of entities on the environment, and human computer interactions. All of these models are linked by an orchestration model and can be project on a multi-agent multi-layers architecture by use of XML description file. We propose tools to help each step of our design and production process. Our work on interactive desks, on the six models and on the runtime support has been realized in the production of Lea(r)nIT. This SCLG consolidate methodological knowledge of Lean Manufacturing by use and optimization of a simulated chain production on four desks (which support touch and tangible interactions and can be assembled) and on mobile phones (to allow movement of learners).

Este trabalho apresenta uma pesquisa desenvolvida em uma instituição de educação básica e investiga práticas que usam ou refletem sobre o uso das tecnologias digitais na formação docente e discente. Para tanto, utilizou-se das contribuições de autores de diversas áreas do conhecimento como da educação, comunicação e linguística, além de autores que discutem sobre os novos letramentos e a contemporaneidade. A introdução deste trabalho apresenta as justificativas e questões de investigação, as escolhas metodológicas e o campo investigado. Os dados da pesquisa foram organizados a partir de práticas de letramento digital que tinham como foco o estudo sobre as tecnologias; ações que se utilizaram dos recursos e ambientes virtuais como apoio à prática pedagógica e atividades cujo objetivo era a reflexão sobre o tempo presente e a ubiquidade das tecnologias. No capítulo 1 analiso algumas concepções teóricas usadas na análise dos dados e relato uma sequência de aulas de história, cujo tema de estudos é a globalização. Parte dos aspectos discutidos se relaciona com a chamada pós-modernidade, a circulação de informação na Internet e o uso das tecnologias digitais nos movimentos sociais. No segundo relato e respectiva análise (capítulo 2), os alunos exploram recursos digitais e constroem um jogo de caça ao tesouro com realidade aumentada; trata-se aqui do conceito de apropriação das tecnologias numa perspectiva crítica. Ao final, no capítulo 3, são relatadas e analisadas práticas de formação docente a partir de oficinas técnico pedagógicas, visando a apropriação e a reflexão sobre o uso de recursos digitais; atividades que usam ferramentas de apoio à prática pedagógica e que promovem a reflexão sobre aspectos éticos do uso dos ambientes virtuais no ensino fundamental. Ainda neste capítulo, analiso as mudanças de procedimentos de estudos com o uso das tecnologias digitais a partir de práticas investigadas. / This study presents the research developed in a primary and secondary educational institution and investigates practices which use and reflect upon digital technologies in the development of teachers and students. For this, the contributions of authors from diverse areas of knowledge were used, such as education, communication and linguistics, as well as authors who discuss approaches to new literacies and contemporary society. The introduction of this study presents the investigation justifications and questions, methodological choices and the investigated field. The data from the research were collected from the digital literacy practices which focused on the study of technology; actions which used virtual resources and environments as support for the pedagogical practices and activities which had as an objective the reflection on the present times and the ubiquity of technology. In chapter 1, I analyze some theoretic conceptions used in the data analysis and I report a sequence of history classes, where the object of study is globalization. Part of the aspects discussed are related to post-modernity, the circulation of information on the internet and the use of digital technologies in social movements. In the second chapter, the students explore digital resources to build a treasure-hunt game with augmented reality; based on the concept of appropriation of technologies from a critical perspective. Finally, in chapter 3, teacher development practices are described and analyzed during technical-pedagogical workshops, focusing on the appropriation and reflection on the use of digital resources; activities that use the tools to support pedagogical practices and promote reflection on ethical aspects and the use of virtual environments in primary education. Still in this chapter, I analyze the change in study procedures with the use of digital technologies from the investigated practices.

O uso de sistemas de assistência ao motorista (DAS) baseados em visão tem contribuído consideravelmente na redução de acidentes e consequentemente no auxílio de uma melhor condução. Estes sistemas utilizam basicamente uma câmera de vídeo embarcada (normalmente fixada no para-brisa) com o propósito de extrair informações acerca da rodovia e ajudar o condutor num melhor processo de dirigibilidade. Pequenas distrações ou a perda de concentração podem ser suficientes para que um acidente ocorra. Este trabalho apresenta uma proposta para o desenvolvimento de algoritmos para extrair informações sobre a sinalização em rodovias. Mais precisamente, serão abordados algoritmos de calibração de câmera explorando a geometria da pista, de extração da marcação de pintura (sinalização horizontal) e detecção e identificação de placas de trânsito (sinalização vertical). Os resultados experimentais indicam que o método de calibração de câmera alcançou bons resultados na obtenção dos parâmetros extrínsecos com erros inferiores a 0:5 . O erro médio encontrado nos experimentos com relação a estimativa da altura da câmera foi em torno de 12 cm (erro relativo aproximado de 10%), permitindo explorar o uso da realidade aumentada como uma possível aplicação. A acurácia global para a detecção e reconhecimento da sinalização horizontal (marcas seccionadas, contínuas e mistas) foi acima de 96% perante uma diversidade de situações apresentadas, tais como: sombras, variação de iluminação, degradação do asfalto e pintura. O uso da câmera calibrada para a detecção da sinalização vertical contribui para delimitar o espaço de varredura da janela deslizante do detector, bem como realizar a procura por placas em uma única escala para cada região de busca, caracterizada pela distância ao veículo. Os resultados apresentados reportam uma taxa global de classificação de aproximadamente 99% para o sinal de proibido ultrapassar, considerando-se uma base de dados limitada a 962 amostras. / The use of driver assistance systems (DAS) based on computer vision has helped considerably in reducing accidents and consequently aid in better driving. These systems primarily use an embedded video camera (usually fixed on the windshield) for the purpose of extracting information about the highway and assisting the driver in a better handling process. Small distractions or loss of concentration may be sufficient for an accident to occur. This work presents the development of algorithms to extract information about traffic signs on highways. More specifically, this work will tackle a camera calibration algorithm that exploits the geometry of the road track, algorithms for the extraction of road marking paint (lane markings) and detection and identification of vertical traffic signs. Experimental results indicate that the proposed method for obtaining the extrinsic parameters achieve good results with errors of less than 0:5 . The average error in our experiments, related to the camera height, were around 12 cm (relative error around 10%). Global accuracy for the detection and classification of road lane markings (dashed, solid, dashed-solid, solid-dashed or double solid) were over 96%. Finally, our camera calibration algorithm was used to reduce the search region and to define the scale of a slidingwindow detector for vertical traffic signs. The use of the calibrated camera for the detection of traffic signs contributes to define the scanning area of the sliding window and perform a search for signs on a unique scale for each region of interest, determined by the distance to the vehicle. The results reported a global classification rate of approximately 99% for the no overtaking sign, considering a limited of 962 samples.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-05-31T13:46:49Z No. of bitstreams: 1 renanaugustodembogurski.pdf: 5268461 bytes, checksum: c9599f64f511590d6ff74c1f707b6e08 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-06-01T11:34:15Z (GMT) No. of bitstreams: 1 renanaugustodembogurski.pdf: 5268461 bytes, checksum: c9599f64f511590d6ff74c1f707b6e08 (MD5) / Made available in DSpace on 2017-06-01T11:34:15Z (GMT). No. of bitstreams: 1 renanaugustodembogurski.pdf: 5268461 bytes, checksum: c9599f64f511590d6ff74c1f707b6e08 (MD5) Previous issue date: 2013-03-06 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Este trabalho apresenta um método que permite a deformação de um terreno pela modificação do seu mapa de alturas em um ambiente de realidade aumentada. A estrutura hierárquica de malhas A4-8 foi utilizada para representar o terreno. Essa estrutura define um espaço paramétrico para calcular as coordenadas de um terreno no espaço Euclidiano R3. Em especial, este trabalho lida com o problema de modelagem de terrenos esféricos. Uma métrica de erro dependente do observador e da geometria do terreno utilizada tanto para sua observação quanto para sua modelagem. Os resultados demonstram que o uso da malha A4-8 em conjunto com o sistema de realidade aumentada tangível é flexível para modelar terrenos esféricos e pode ser facilmente modificada para terrenos com a topologia do cilindro e do toro. O desenvolvimento de um método de geração de malhas eficiente e de uso intuitivo, baseado em marcadores de realidade aumentada, é a principal contribuição deste trabalho. / This work presents a method that allows the deformation of a terrain by modifying your heightmap in an augmented reality environment. The hierarchical structure of A4 8 meshes was used to represent terrains. This structure defines a parameter space to calculate the coordinates of a field in the R3 Euclidean space. In particular, this paper deals with the problem of modeling spherical terrains. An error metric dependent on the observer and the geometry of the land used for its observation and modeling. The results demonstrate that the use of A4-8 mesh combined with the tangible augmented reality system is flexible to shape spherical terrains and can be easily modified to deal with other topologies, such as the torus and the cylinder. The development of an efficient and intuitive to use method for mesh generation, based on augmented reality markers, is the main contribution of this work.

以身體知覺作為出發點，將疼痛經驗帶入虛擬影像中，藉此探討身體知覺的運作及兩者間的關聯性，蒐集相關文獻資料與實際作品的分析，深入瞭解如何在虛擬世界透過身體知覺建立自我存在，最後，以創作行動去探討虛擬影像與身體知覺，並以展覽的方式，藉由作品與人之間的互動，提供進一步的思考。 透過文獻資料的彙整瞭解關於身體知覺的形成、記憶經驗、身體知覺與「我的身體」、影像的演進、虛擬影像等加以蒐集與彙整，從中得知，進以瞭解虛擬影像中身體知覺的鍵結。接下來，透過相關案例的分析，與理論相互驗證，讓自己在創作的脈絡和歷程有更清楚的思維。最後，整理出自己對身體知覺及虛擬影像的觀點，進而執行下一階段的創作行動。 本研究以創作方式探討「身體知覺－虛擬影像」，透過擴增實境藝術的創作行動，期許觀者在體驗作品時，能透過虛擬影像，喚起個人的身體知覺的運作，進而引導觀者對虛擬與現實間的「自我存有」有更大的想像與討論。 / The motivation of this study is, by combining the pain experience with the virtual images, to explore the association among operations of physical consciousness, pain experiences and synthesized virtual images. The ways to use physical consciousness when building self-existence in virtual images are investigated by collecting relevant literature and performing analysis of empirical works. Finally, the overall concepts are implemented and realized in the form of an exhibition which facilitates the reflections of visitors after interacting with these virtual images provided in the exhibition. The overall research activity begins by compiling the pieces of literature. Specifically, to understand, collect, and aggregate the concepts of physical consciousness and its relationship with "My Body," memorable experience, image evolution, and virtual images. Next, via the analysis of the related cases and the mutual verification of the theories, the contexts and thinking of the process of artifact creation are clarified. Lastly, this research systematizes a unique and novel view of physical consciousness and virtual Images, which is helpful for the design activity in the next stage. Consequently, the main focus of this study is to explore the concepts of physical consciousness of virtual images in a novel way. By amplification of augmented reality art, it is anticipated that the audiences evoke physical consciousness operations of themselves in the exhibition and that the research results enable bigger imagination and discussion with virtual and reality “Self-existence.”

Today's rapid technological development in relation with social networks create efficient information flows in everyday life. It creates conditions for so-called "hypes" that are described as an exponentially growing trend of testing a new product. What factors lies behind a hype and how does it affect people that choose to refrain from new technology?   The purpose of this paper is to study the so called non-users, with a case study that concerns the Pokémon GO game and its hype in the summer of 2016. This case study has the intention to highlight the positive and negative aspects of non-users and other thoughts about hype. The study also intends to investigate what the non-users can contribute in technological development and if it's possible to distinguish between users and non-users in today's society.   The case study has been carried out on the basis of two group interviews; a group that abstained from playing and a group that played Pokémon GO during the hype. A number of issues are discussed and linked against a theoretical framework which also has been used in the analysis in this paper. Based on the results of the case study it appears that nostalgia was a major factor in the hype, many had prior knowledge of the concept and was triggered by it. Nostalgia was also a factor that lead people to refrain from the hype. The game did not meet up to everyone’s expectations regarding the functionality which existed earlier in Pokémon but not now.  It also emerged that the social environment affects both users and non-users in several ways. The investigation of the case study showed that non-users often had to wait for players due to different reasons. This could be while on walks with the player or that users could completely block roads. To be able completely separating non-users and users is complex as the real world is used as the platform of the game. Both previous studies and this paper demonstrates how important it can be to understand non-users. They have the opportunity to present an overall perspective of a product that users might condone. In summary, the future will become more complex in the area, especially with new technologies that make the real world a game field.

The goal of this research was to create an educational, outdoor Augmented Reality tour for preschool children using Minnesmark editor and mobile application. It started with an ethnographic pre-study which aimed understand the children’s abilities, characteristics and interests. It was followed by a bodystorming session which allowed the children to contribute to the design process together with the designer. Based on all the findings, a context scenario was created which showed the concept of a practicable tour. All the functional and data requirements were specified before creating the tour. The design was intended to be user-centred and to have positive effect on the children’s learning of sustainability and biodiversity. The tour was refined and created as a final product. 10 children participated in the tour which was executed in a forest behind the preschool and the preschool garden. The tour was evaluated which identified the design problems and their possible solutions.

Every child is born a scientist, with curiosity to explore the environment through experimentation. However, in practice, science education still very focuses on transmitting facts instead of encouraging personal exploration. Conducting science exploration in a classroom can be complicated for kids and limited by safety, money and laboratory infrastructure. But what if we could create a middle ground between science and fiction, a world where kids discover and experiment in ways that could be impossible in real life but still true to science? This project is to design an imaginative and accessible tool to help kids develop a scientific mindset and practice through play. Wonder-LAND is a mixed reality book system that empowers kids to discover the unseen and experiment the impossible through play. The system combines AR and VR technology with various traditional paper-based mechanisms from pop-up book, cut-out toys and movable cards to bring a world alive. In such way, kids can interact with the tangible material, paper, to unlock amazing 3D virtual phenomena. They can discover things that are not visible to the naked eyes through metaphorical paper tools. And they can also conduct experiments that are impossible in reality by creating their own universe and controlling parameters in simulation. And those playful interactions spark their curiosity and passion for more scientific exploration.

Alors que le numérique a longtemps été réservé à des usages experts, il fait aujourd’hui partie intégrante de notre quotidien, au point, qu’il devient difficile de considérer le monde physique dans lequel nous vivons indépendamment du monde numérique. Pourtant, malgré cette évolution, notre manière d’interagir avec le monde numérique a très peu évolué, et reste toujours principalement basé sur l’utilisation d’écrans, de claviers et de souris. Dans les nouveaux usages rendus possible par le numérique, ces interfaces peuvent se montrer inadaptées, et continuent à préserver la séparation entre le monde physique et le monde numérique. Au cours de cette thèse, nous nous sommes concentrés à rendre cette frontière entre mondes physique et numérique plus subtil au point de la faire disparaître. Cela est rendu possible en étendant la portée des outils numériques dans le monde physique, puis en concevant des artefacts hybrides (des objets aux propriétés physique et numérique), et enfin en permettant les transitions dans une réalité mixte (physique-numérique), laissant le choix du niveau d’immersion à l’utilisateur en fonction de ses besoins. L’objectif final de ce travail est d’augmenter l’expérience de la réalité. Cela comprend non seulement le support de l’interaction avec le monde extérieur, mais aussi avec notre monde intérieur. Cette thèse fournit aux lecteurs les informations contextuelles et les connaissances techniques requises pour pouvoir comprendre et concevoir des systèmes de réalité mixte. A partir de ces fondements, nos contributions, ayant pour but de fusionner le monde physique et le monde virtuel, sont présentées. Nous espérons que ce document inspirera et facilitera des travaux futurs ayant pour vision d’unifier le physique et le virtuel. / In recent history, computational devices evolved from simple calculators to now pervasive artefacts, with which we share most aspects of our lives, and it is hard to imagine otherwise. Yet, this change of the role of computers was not accompanied by an equivalent redefinition of the interaction paradigm: we still mostly depend on screens, keyboards and mice. Even when these legacy interfaces have been proven efficient for traditional tasks, we agree with those who argue that these interfaces are not necessarily fitting for their new roles. Even more so, traditional interfaces preserve the separation between digital and physical realms, now counterparts of our reality.During this PhD, we focused the dissolution of the separation between physical and digital, first by extending the reach of digital tools into the physical environment, followed by the creation of hybrid artefacts (physical-digital emulsions), to finally support the transition between different mixed realities, increasing immersion only when needed. The final objective of this work is to augment the experience of reality. This comprises not only the support of the interaction with the external world, but also with the internal one. This thesis provides the reader contextual information along with required technical knowledge to be able to understand and build mixed reality systems. Once the theoretical and practical knowledge is provided, our contributions towards the overarching goal of merging physical and digital realms are presented. We hope this document will inspire and help others to work towards a world where the physical and digital, and humans and their environment are not opposites, but instead all counterparts of a unified reality.