Eva Petersson

SoundScapes: non-formal learning potentials from interactive VEs

Non-formal learning is evident from an inhabited information space that is created from non-invasive multi-dimensional sensor technologies that source human gesture. Libraries of intuitive interfaces empower natural interaction where the gesture is mapped to the multisensory content. Large screen delivery and surround sound deliver the content for direct and immediate association between gesture and content response. Participant creative expression and game playing is stimulated toward engaged motivation in therapeutic sessions to optimize participation, both for client and facilitator. National and international bodies have consistently recognized SoundScapes which, as a research body of work, is directly responsible for numerous patents.

Recursive reflection and learning in raw data video analysis of interactive 'play' environments for special needs health care

Technology influences the situation of peoples every day life and this, in turn, has an impact on opportunities for health related quality of life. This paper presents how findings from two separate and distinct feasibility investigations under the SoundScapes body of research corroborate an important aspect of the original methodology of the concept such as to have influenced its future design and application in its health field context. The primary purpose of the independent studies was to test the potential of utilizing sensor technology to empower control of multimedia feedback across different sample groups of abilities and to test the effects on these participants.

Non-formal therapy and learning potentials through human gesture synchronised to robotic gesture

Children with severe physical disabilities have limited possibilities for joyful experiences and interactive play. Physical training and therapy to improve such opportunities for these children is often enduring, tedious and boring through repetition—and this is often the case for both patient and the facilitator or therapist. The aim of the study reported in this paper was to explore how children with a severe physical disability could use an easily accessible robotic device that enabled control of projected images towards achieving joyful experiences and interactive play, so as to give opportunities for use as a supplement to traditional rehabilitation therapy sessions. The process involves the capturing of gesture data through an intuitive non-intrusive interface. The interface is invisible to the naked eye and offers a direct and immediate association between the child’s physical feed-forward gesture and the physical reaction (feedback) of the robotic device. Results from multiple sessions with four children with severe physical disability suggest that the potential of non-intrusive interaction with a multimedia robotic device that is capable of giving synchronized physical response offers additional opportunities, and motivated non-formal potentials in therapy and learning to supplement the field.

Ludic Engagement Designs for All - LEDA 2007: Editorial

Welcome to the special issue on Ludic Engagement Designs for All – LEDA 2007. The papers selected for this special issue of Digital Creativity are all based on presentations made at the inaugural international symposium LEDA, which was hosted at Esbjerg Institute of Technology, Aalborg University, Denmark in November 2007. All papers have added new material in the light of discussions, editors and referees’ comments, and further work. The symposium had a focus on users’ interactive play and learning experiences when engaged in playing with toys. The concept ‘toy’ was broadly defined and the papers dealt with a variety of physical and virtual artefacts, such as outdoor digital toys, interactive, adaptive, educational toys, video games, computergenerated environments, interactive installations. The symposium was a cross-disciplinary event and as such it represented a diversity of voices, which indeed created a mutual, refreshing and thought-provoking atmosphere. This was possible only due to the knowledgeable, passionate and playful contributions from the symposium delegates (presenters and audience – including curious and enthusiastic students). These circumstances shaped exciting discussions and new understandings, but it also brought challenging questions regarding traditional definitions, theories and methods in relation to the design of toys and play situations – some of those will be presented in this special issue with the intention to provide a framework within which designers, technology specialists, and play specialists can work together. This is crucial as all are necessary threads and mutual contributors in order to understand the diversity of users, how they play and learn with and through toys in specific situations and contexts, and hence how the toys can be designed to make the play and learning most beneficial for all users; all in all, this signifies dynamic relationships and multi-faceted problems that requires multiand interdisciplinary teams in the further development of this field. Consequently, ‘ludic engagement designs for all’ not only concerns giving form to existing ideas or toys already imagined. ‘Ludic engagement designs for all’ is a concept where ludic engagement and design converge and thereby direct the focus towards the design of playful processes and social relations, rather than merely products. This is in line with Kress and van Leeuwen’s (2001) social semiotic perspective where design is a way to configure communicative resources and social interaction. The choice of converging ludic engagement and design can be seen as an intention to give way to new understandings of design as well as of ludic engagement; both aspects can be considered as resources for learning. Thus, design is a necessity for designers and engineers who develop toys, for play specialists who design environments and processes for play and learning, and for users who designs their own play and learning paths. The theme of the symposium does not only articulate the connection between ludic engagement and design, but also highlights the term ‘for all’ (designs for all). Why? This is mainly to address an interest which emphasises a wider cultural respect for the individual and the inherent human diversity. This means, when discussing issues about toys, design, play and learning for the future also implies a decision on what kind of life and society we want these products and processes to support. Crucial to this is the question of encouraging an active dialogue between industry, stakeholders and the research community. Economic, business and legal factors are all important when it comes to their implications on the cultural respect for the individual. This divergence and idiosyncratic focus can be seen as reflecting changes within the field of Digital Creativity 2008, Vol. 19, No. 3, pp. 141–144

The Picturing Sound multisensory environment: an overview as entity of phenomenon

Abstract This paper presents three case studies selected from a sample of teenage children (n = 11) having severe disabilities. Personalised audiovisual environments are created with a targeted goal to encourage interaction, creativity and artistic expression from the teenagers. The feedback stimuli is directly linked to the childs gesticulations for a sense of associated control to be available for recognition. Non-intrusive sourcing of gesture is through camera data mapped to computer vision algorithms. Intervention strategies from staff and helpers within such user-centred environments are questioned. Results point to the positive benefits for these children such as increased eye-to-hand coordination, concentration duration, andimproved communication. These findings corroborate with other research in being indicative of the potentials in utilising such interactive multisensory environments in special schools and institutes as a supplemental tool for traditional methods.

Empowered interaction through creativity

Abstract This paper reflects upon a case study where exploration, play and empowerment in interactive therapy sessions with audio and visual stimuli resulted in achievement, self-esteem and a shared pride between a young adult with profound and multiple learning disabilities (PMLD), his mother and the special teacher that conducted the sessions. Following the gift to the mother of a video recording that depicted the young adults progress as a result of the sessions it was found that upon viewing he was able to recognize himself and associate with his activities. Further, when watching alongside his mother, the recorded material became as a mediating reference for his communication. Conclusions consider contextual parallel activities from earlier research where digital paintings that were printed from screen shots of interactive sessions and recorded auditory achievements were presented to helpers and family of similarly severe disabled users.

A Virtual Dressing Room for People with Asperger's Syndrome: A Usability Study to Realise Design Goals

Using the Virtual Dressing Room 1 (VDR) system, which is created as a research project between different companies and universities in Denmark and funded by the Danish National Advanced Technology Foundation, a usabil- ity study has been conducted with people with Aspergers Syndrome (AS), the initial aim was to determine if the people with AS would use the VDR system and understood it, as a second aim, the findings was used to determine a set of design goals. Seven teenagers with AS participated in the study, in the age range from 15 to 17 years old. A questionnaire was used before the study, to de- termine the target groups interests and how/if they purchase clothes. Through observations and video recording of the usability study, a qualitative interaction analysis provided a set of design goals to be used when designing for this target group. The goals emphasized the importance of an easy accessible and consis- tent solution with a limited amount of options and the importance of the users own preferences.