Das Buch „Gesten -gestern, heute, übermorgen: Vom Forschungsprojekt zur Ausstellung', herausgegeben von Ellen Fricke und Jana Bressem, ist eine Publikation zwischen Katalog, Kunst und Wissenschaft. Aus unterschiedlichen Perspektiven wird ein Rundgang durch die Ausstellung „Gesten - gestern, heute, übermorgen' präsentiert, die im Industriemuseum Chemnitz sowie den Museen für Kommunikation in Berlin und Frankfurt zu sehen war und noch zu sehen ist. Artikel, Interviews und Fotodokumentationen stellen die Exponate in den Kontext von Forschung und ästhetischer Reflexion und möchten einen gesellschaftlichen Diskurs zur Welt von morgen und übermorgen anstoßen.:I Gesten – gestern, heute, übermorgen II Hände und Objekte in Sprache, Kultur und Technik III Wie Gesten und Hände sich wandeln: Evolution, Anthropologie, Technologie IV Hände, Dinge und Gesten ästhetisch reflektiert: Interviews und Texte V Industriekultur im Wandel: Vom Handgriff zur Gestensteuerung VI Dokumentation / The book „Gestures - past, present, future: From a research project to an exhibition', edited by Ellen Fricke and Jana Bressem, is a publication between catalogue, art, and science. From different disciplines, it presents a tour through the exhibition „gestures - past, present, future' that was and is shown in the Saxon Museum of Industry in Chemnitz and the Museums for Communication in Berlin and Frankfurt Main. Articles, interviews, and photo documentations put exhibits into the context of science as well as aesthetic reflection and hope to initiate a societal discourse about the world of tomorrow and the day after tomorrow.:I Gesten – gestern, heute, übermorgen II Hände und Objekte in Sprache, Kultur und Technik III Wie Gesten und Hände sich wandeln: Evolution, Anthropologie, Technologie IV Hände, Dinge und Gesten ästhetisch reflektiert: Interviews und Texte V Industriekultur im Wandel: Vom Handgriff zur Gestensteuerung VI Dokumentation

Various built-in sensors enable interacting with mobile devices beyond the screen. So-called mobile device-based interaction techniques are characterized by movements and positions in real space, e.g. twisting the device to switch between front and rear camera or pouring photos from one device into another for sharing. Although interactions should be as intuitive as possible, it is often necessary to introduce them, especially if they are complex or new to the user. Applications have to present interactions appropriately so that users can understand and use them easily. We conducted a user study to investigate the suitability of onboarding tutorials for mobile device-based interaction techniques. Results show that these types of tutorials are insu_cient for communicating mobile device-based interactions, mainly because of their spatial and tangible characteristics but also their collaborative and representative interdependencies. Based on this, we propose suggestions for improving the design of tutorials for device-based interactions with mobile phones.

Beside designing the graphical interface of mobile applications, mobile phones and their built-in sensors enable various possibilities to engage with digital content in a physical, device-based manner that move beyond the screen content. So-called mobile device-based interactions are characterized by device movements and positions as well as user actions in real space. So far, there is only little guidance available for novice designers and developers to ideate and design new solutions for specic individual or collaborative use cases. Hence, the potential for designing mobile-based interactions is seldom fully exploited. To address this issue, we propose a design kit for mobile device-based interaction techniques following a morphological approach. Overall, the kit comprises seven dimensions with several elements that can be easily combined with each other to form an interaction technique by selecting at least one entry of each dimension. The design kit can be used to support designers in exploring novel mobile interaction techniques to specic interaction problems in the ideation phase of the design process but also in the analysis of existing device-based interaction solutions.

The lack of existing guides or recommendations to design for touch is the cause of an opportunity to create a more efficient process for people designing a touch-based system. Today the process is highly time consuming and leads to inconsistency between products which impacts the user experience in a negative way. Therefore, the aim of this thesis is to create tools to help UX-designers or developers in the process of constructing touch-based systems with consistency in between platforms. However, challenges arise in consideration of the degree of structure the guide should give to achieve a general yet user friendly experience, specifically in terms of the medical imaging field. To fulfill the aim, the approach of Research through Design is applied throughout the process, with a focus on user testing with the users in healthcare to validate the pairing of touch gestures in a medical imaging system. The conclusion of this thesis includes how to generally use touch gestures in different fields and the process of deciding which functions to assign a gesture to. The knowledge is applied in the result of the thesis work, which is the guidelines and the information cards, that concludes how to support UX-designers and developers in their work with touch gestures.

Studiens syfte var att undersöka och utvärdera hur dirigenten på effektivast möjliga sätt kommunicerar information till koristerna genom sitt gestiska språk utifrån hur koristerna fördelar sin uppmärksamhet och tolkar positioneringen av dirigentens händer. Studien utredde även om och i så fall hur uppmärksamhetsfördelningen och tolkningen av en dirigents gestik skiljer sig mellan korister med varierande körerfarenhet och musikalisk utbildning. Dirigering är ett uråldrigt icke-verbalt kommunikationssätt och tidigare forskning visar att vi människor speglar varandras kroppsspråk, den så kallade kameleonteffekten. Tillsammans med vetskap om hur sångarens röstapparat fungerar ges en övergripande bild av vilken information koristen behöver från dirigenten för att sången ska nå önskat resultat. Studien genomfördes genom experiment på fyra körgrupper med skilda erfarenheter av körsång samt utbildningsnivå i musik, där ett antal övningar konstruerades för att kunna analysera hur sångarna fördelade sin uppmärksamhet mellan dirigentens händer, ansikte och det egna lyssnandet. Som komplement till experimentet genomfördes även en intervju med en erfaren professionell kördirigent. Resultatet visade att det fanns både likheter och skillnader i försöksgruppernas tolkning av gestiken. Enklare gester som tydligt ger psykologiska associationer till kända känslor eller beteenden, såsom att lyfta något tungt, tolkades intuitivt på likvärdigt sätt av samtliga sångare, medan mer köridiomatiska gester såsom att placera en konsonant på ett synkoperat slag skiljde sig mellan grupperna. Detta innebär inte att mindre erfarna sångare med nödvändighet inte kan avläsa eller förstå vissa gester. Skillnaderna mellan gruppernas tolkning av gestiken berodde sannolikt i hög utsträckning på andra faktorer, såsom att det i repetitionssammanhang kan ta längre tid för den oerfarne koristen att lära sig läsa noterna, hitta rätt i röst och andning och intonera rent. Detta gör att denne inte har lika mycket utrymme att koncentrera sig på dirigentens gestik jämfört med en korist som tränat upp körsjungandets elementa till automatik. / The purpose of the study was to examine and evaluate how the conductor most efficiently communicates information to the choristers through gestural language based on how the choristers distribute their attention and interpret the position of the conductor’s hands. The study also investigated if and how the distribution of attention and interpretation of a conductor’s gesticulation differs between choristers with different levels of experience in choral singing and musical education. Conducting is an ancient non-verbal mode of communication, and previous research shows that people mirror each other’s body language, the so-called chameleon effect. Coupled with knowledge of the function of the singers’ vocal apparatus, an overall picture of what information the choristers need from the conductor in order for the music to achieve the desired result is provided. The study was conducted through experiments on four choir groups with different levels of experience in choral singing and musical education, where a number of exercises were constructed to analyze how the singers distributed their attention between the conductor's hands, face and their own listening. To complement the experiment, an interview with an experienced professional choir conductor was made. The results showed both similarities and differences in the experimental groups' interpretation of gestures. Simpler gestures that clearly gives psychological associations of known emotions or behaviors, such as lifting something heavy, were intuitively interpreted in a similar way by all singers, while more choreographic gestures such as placing a consonant on a syncopated beat differed between the groups. This does not necessarily mean that less experienced singers are unable to read or understand certain gestures. The differences between the groups' interpretation of gestures were probably largely due to other factors, such as the fact that in a rehearsal context it may take longer for the inexperienced chorister to decipher the notes, find the right voice and breathing and intonate just. This means that they have less opportunity to concentrate on the conductor's gestures, in comparison with a chorister who has trained the basic elements of choral singing to automaticity. / <p>Information om examenskonserten</p><p>Repertoar:</p><p>Lux Aeterna (Rebecka Ryd)</p><p>I detta vita, outsagda (text Cecilia Lindemalm, musik Rebecka Ryd)</p><p>Hör på mig, ni fjärran länder (text Jesaja 49:1-2, musik Rebecka Ryd)</p><p>Visa vid vindens ängar (text och musik Mats Paulson, arr Rebecka Ryd)</p><p>Den blida vår är inne (text J O Wallin, A Frostenson, arr Rebecka Ryd)</p><p></p><p>Medverkande:</p><p>Rebecka Ryds Diskantensemble</p><p>Dante Fritzell, flöjt</p><p>Lisa Herlitz, oboe</p><p>Patricia Träff, klarinett</p><p>Zacharias Frato, horn</p><p>Fritz Fembro, fagott</p><p>Rebecka Ryd, dirigent och kompositör</p>

Beginning with birth, typically developing children use strategies to communicate, and the functions of their language change with maturation and interaction. Since communication cannot exist if both parties do not participate, it is important to not only study the ability of the child, but also the behavior of the adult. Numerous studies have examined the behavior of the parent or other domestic adult, but few have included the study of teacher behaviors. This study investigated teachers’ response to four types of nonverbal communication attempts made by infants. The gestures included: deictic, affect signaling, object-related, and conventional. The type of response was also documented as facilitating dialogue or discouraging dialogue. Thirty infant teachers and/or teacher assistants from 11 centers in Northeast Tennessee were videotaped for 30 minutes. Videos were coded to determine which of the defined functions teachers were most likely to respond to and if the response facilitated or discouraged dialogue. The results showed that overall, teachers responded to 25% of nonverbal attempts; 75% of the infants’ nonverbal attempts teacher offered a non-facilitative response or missed the gesture. Pearson correlations determined that there were relationships between children’s attempt to communicate and teachers’ response in all four types of nonverbal communication, including deictic, r (30) = .659, p = .000; affect signaling, r (30) = .917, p = .000; object-related, r (30) =.848, p = .000; and conventional, r (30) = .794, p = .000. There were several relationships between the number of nonverbal attempts by children and teachers offering a facilitative responses including affect signaling, r (30) = .776, p = .000; object-related, r (30) = .635, p = .000; and conventional, r (30) = .514, p = .004, but not with deictic attempts. There were relationships between the number of nonverbal attempts by children and teachers offering discouraging responses in all 4 types of nonverbal language, including deictic, r (30) = .706, p = .000; affect signaling, r (30) = .630, p = .000; object-related, r (30) = .582, p = .001; and conventional, r (30) = .439, p = .015.

It has been shown that representing data with the right visualization increases the understanding of qualitative and quantitative information encoded in documents. However, current tools for generating such visualizations involve the use of traditional WIMP techniques, which perhaps makes free interaction and direct manipulation of the content harder. In this thesis, we present a pen-based prototype for data visualization using 10 different types of bar based charts. The prototype lets users sketch a chart and interact with the information once the drawing is identified. The prototype's user interface consists of an area to sketch and touch based elements that will be displayed depending on the context and nature of the outline. Brainstorming and live presentations can benefit from the prototype due to the ability to visualize and manipulate data in real time. We also perform a short, informal user study to measure effectiveness of the tool while recognizing sketches and users acceptance while interacting with the system. Results show SketChart strengths and weaknesses and areas for improvement.

With the ongoing progress of research in robotics, computer vision and artificial intelligence, robots are becoming more complex, their functionalities are increasing and their abilities to solve particular problems get more efficient. For these robots to share with us our lives and environment, they should be able to move autonomously and be operated easily by users. The main focus of this thesis is on the differences and similarities in a human to a human versus a human to a robot interaction in an office environment. Experimental methods are used to identify these differences and similarities and arrive at an understanding about how users perceive robots and the robots’ abilities to help in the development of interactive service robots that are able to navigate and perform various tasks in a real life environment. A user study was conducted where 14 subjects were observed while presenting an office environment to a mobile robot and then to a person. The results from this study were that users used the same verbal phrases, hand gestures, gaze, etc. to present the environment to the robot versus a person but they emphasized more by identifying the different items to the robot .The subjects took less time to show a person around than the robot. / Genom forskning i robotik, datorseende och artificiell intelligens kommer robotar att bli mer och mer komplexa. Robotars funktionalitet ökar ständigt och deras kapacitet att lösa specifika problem blir mer effektiv. För att dessa robotar ska finnas i våra vardagsliv och vår miljö måste de kunna röra sig självständigt (autonomt) och de måste vara lätta att hantera för användare. Detta examensarbete fokuserar på skillnader och likheter mellan interaktion människa - människa och robot - människa i en kontorsmiljö. Med hjälp av experimentell metod är det möjligt att upptäcka dessa skillnader och likheter och därmed förstå hur människor uppfattar robotar och deras förmåga. Detta kan bidra till utvecklingen av servicerobotar som kan navigera och utföra olika uppgifter i vardagslivet. En användarstudie utfördes med 14 försökspersoner som observerades medan de presenterade en kontorsmiljö både för en människa och för en robot. Resultatet av denna studie var att försökspersonerna använde samma typer av muntliga uttryck och handgester, blickar, osv. för att presentera miljön för en människa som för roboten. De uttryckte sig mer detaljerat för roboten när det gällde att identifiera olika föremål i miljön. Försökspersonerna behövde mer tid för att presentera miljön för roboten än en människa.

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This microanalytic study focuses on the mutimodal word look-up practices of Japanese foreign language learners of English at the novice level using electronic dictionaries (e-dictionaries) in pair conversations. Not yet investigated with a Conversation Analysis (CA) approach, this analysis examines reoccurring interactional and collaborative repair practices (Schegloff, Jefferson, & Sacks, 1977; Schegloff, 2000) of the learners' look-ups, and explicates from the sequential turn-taking procedures (Sacks, Schegloff, & Jefferson, 1974), the underlying social organization of the e-dictionary look-up sequence. Recent research has found that not-yet-fluent learners are capable of relatively smooth turn-taking (Carroll, 2000, 2004), and they employ various embodied actions (Olsher, 2004) to complete their turns. Nonvocal resources such as gaze movement (Goodwin, 1981) and gestures were also investigated in order to better understand how learners collaboratively utilize vocal and nonvocal resources in hybrid actions, to co-construct the meaning of look-up words, and maintain intersubjectivity. While enrolled in a university intensive English program, thirteen native speakers of Japanese video-recorded thirty-minute conversations; and during these conversations, they completed look-up sequences as interactional achievements. The results indicated that EFL novice learners display sophisticated competencies when using e-dictionaries for communication. While collaboratively completing look-up sequences, they display multimodal competencies by noticing trouble with words, initiating look-ups, making candidate proposals of word translations, correcting themselves, mutually acknowledging their understanding, and maintaining intersubjectivity and sequential relevance. In terms of language learning, learners' collaborative learning of words demonstrates instances of learning-as-interaction (Brouwer & Wagner, 2004; Firth & Wagner, 2007), making public the participants' socially situated cognition. Indications of a change in the participants' cognitive state can emerge in the look-up sequential organization. A lack of knowledge is displayed publically in before-look-up actions, encouraging collaboration in the look-up. Multiple proposals and acknowledgement sequences, often displayed in embodied expansions, provide multimodal indications of a possible change in cognitive state and possible gain in knowledge. Thus, the look-up sequence organization is proposed as an interactional organization for the learning of vocabulary. Finally, the understanding of sequential structures and practices that interactants use in looking up words can inform teachers concerning the efficacy of e-dictionary use in the classroom. / CITE/Language Arts