In this thesis, we address the question of gesture interaction on mobile device. These devices, now common, differ from conventional computers primarily by the input devices the user interact with (screen size small but tactile, various sensors such as accelerometers) as well as the context in which they are used. The work presented here is an exploration of the vast area of interaction techniques on these mobile devices. First we try to structure this space by focusing on the techniques based on accelerometers for which we propose a taxonomy. Its descriptive and discriminant power is validated by and the classification of thirty-seven interaction techniques in the literature. Second we focus on the achievement of gestural interaction techniques for these mobile devices. With TouchOver, we show that it is possible to take advantage of complementary two-channels input (touch screen and accelerometers) to add a state to the finger-drag, thus enriching the interaction. Finally, we focus on mobile device menus and offer a new form of sign language menus. We discuss their implementation with the GeLATI software library that allows their integration into a pre-existing GUI toolkit.

Dans cette thèse, j'aborde la question de l'interaction gestuelle sur dispositif mobile. Ces dispositifs, à présent communs, se distinguent des ordinateurs conventionnels principalement par leurs périphériques d'interaction avec l'utilisateur (écrans de taille restreinte mais tactiles, capteurs divers tels que les accéléromètres) ainsi que par le contexte dans lequel ils sont utilisés. Le travail que je présente est une exploration du vaste domaine des techniques d'interaction sur ces dispositifs mobiles. Je structure cet espace en me concentrant sur les techniques à base d'accéléromètres pour lesquelles je propose une taxonomie. Son pouvoir descriptif et discriminant est validé par la classification de trente-sept techniques d'interaction de la littérature. La suite de mon travail se penche sur la réalisation de techniques d'interaction gestuelles pour ces dispositifs mobiles. Avec TouchOver, je montre qu'il est possible de tirer parti de manière complémentaire de deux canaux d'entrée (écran tactile et accéléromètres) pour ajouter un état au glissé du doigt, permettant ainsi d'enrichir cette interaction. Enfin, je m'intéresse aux menus sur dispositif mobile et propose une nouvelle forme de menus gestuels. Je présente leur réalisation avec la bibliothèque logicielle GeLATI qui permet leur intégration à une boîte à outils de développement d'interface graphique préexistante. * / In this thesis, we address the question of gesture interaction on mobile device. These devices, now common, differ from conventional computers primarily by the input devices the user interact with (screen size small but tactile, various sensors such as accelerometers) as well as the context in which they are used. The work presented here is an exploration of the vast area of interaction techniques on these mobile devices. First we try to structure this space by focusing on the techniques based on accelerometers for which we propose a taxonomy. Its descriptive and discriminant power is validated by and the classification of thirty-seven interaction techniques in the literature. Second we focus on the achievement of gestural interaction techniques for these mobile devices. With TouchOver, we show that it is possible to take advantage of complementary two-channels input (touch screen and accelerometers) to add a state to the finger-drag, thus enriching the interaction. Finally, we focus on mobile device menus and offer a new form of sign language menus. We discuss their implementation with the GeLATI software library that allows their integration into a pre-existing GUI toolkit.

Thesis ((M. A. (English Studies)) -- University of Limpopo, 2018 / This study explores the use of handheld mobile devices in the learning and teaching of English language. The problem is that students have to stand in long queues at computer laboratories because the space is limited and they have to take turns in using the computers. Second level English student educators participated in the study; they responded to a questionnaire and sat for test on the use of mobile handheld devices. The study is underpinned by the integration of the Activity Theory and Social Constructivism. The solution is that mobile handheld devices can be used to provide access to learning material and just-in-time information outside and inside the formal class time and space because findings of the study show that almost all second level student educators at the University of Limpopo possess and use handheld mobile devices.

Personal handheld mobile technology represents a growing topic of interest for K-12 educators. Devices such as iPads, tablets, and smartphones, in particular, are becoming more ubiquitous in society and prevalent in classrooms of children of all ages. The ease of access, combined with growing functionality and capacity of these devices creates opportunities that were previously unimaginable. Professional educators are beginning to recognize the value such devices offer for enriching and expanding opportunities for learning both inside and outside of the classroom. The views of educators and students regarding mobile technology have been well documented in existing literature. What is less clear is how parents view personal mobile technology when applied to formal and informal learning opportunities. Using quantitative analysis, this study examines the views of parents when mobile technology is utilized in Singaporean third grade classrooms. This study represents a pioneering effort to better understand the evolving role of parents and serves as a foundation for future research to explore the role of parents as partners when personal mobile technology is used for learning. The constructs identified in this study reveal that parents do believe technology skills are important in the modern age of learning and working.