Platform Support for Multimodality on Mobile Devices

Author(s):  
Kay Kadner ◽  
Martin Knechtel ◽  
Gerald Huebsch ◽  
Thomas Springer ◽  
Christoph Pohl

The diversity of today’s mobile technology also entails multiple interaction channels offered per device. This chapter surveys the basics of multimodal interactions in a mobility context and introduces a number of concepts for platform support. Synchronization approaches for input fusion and output fission, as well as a concept for device federation as a means to leverage from heterogeneous devices, are discussed with the help of an exemplary multimodal route planning application. An outlook on future trends concludes the chapter.

2020 ◽  
Vol 12 (1) ◽  
pp. 22-41
Author(s):  
Ornella Mich ◽  
Gianluca Schiavo ◽  
Michela Ferron ◽  
Nadia Mana

Multimodal human–computer interaction has been sought to provide not only more compelling interactive experiences, but also more accessible interfaces to mobile devices. With the advance in mobile technology and in affordable sensors, multimodal research that leverages and combines multiple interaction modalities (such as speech, touch, vision, and gesture) has become more and more prominent. This article provides a framework for the key aspects in mid-air gesture and speech-based interaction for older adults. It explores the literature on multimodal interaction and older adults as technology users and summarises the main findings for this type of users. Building on these findings, a number of crucial factors to take into consideration when designing multimodal mobile technology for older adults are described. The aim of this work is to promote the usefulness and potential of multimodal technologies based on mid-air gestures and voice input for making older adults' interaction with mobile devices more accessible and inclusive.


2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Martha Vanessa Agila-Palacios ◽  
Ana García-Valcárcel Muñoz-Repiso ◽  
María Soledad Ramírez-Montoya

PurposeThe purpose of this paper is to analyze the influence of two active methodologies on digital competences development using mobile devices. The first methodology is project-oriented learning (POL); the second one is case-based learning (CBL). The analyzed digital competences belong to the communication and collaboration area of framework DIGCOMP.Design/methodology/approachThis article shows the results of the quantitative stage with a design pre-experimental pre-test–post-test. A questionnaire was designed and applied to an intentional sample from two different courses. In total, 178 students completed the questionnaire in the pre-test, and after five months, 38 students completed the questionnaire in the post-test.FindingsThe results show that students to whom POL was applied increase by 7% competence of interaction with mobile technology. The results also show that the students to whom CBL was applied to increase all four competencies (interaction +8%, share +6%, collaboration +5%, netiquette +4%).Research limitations/implicationsSelf-perception for the evaluation of digital competence and the short study time are limitations to generalize the results, so a longitudinal study is necessary and complemented with qualitative analysis, to present a better validation of the contribution of active methodologies to the development of digital competences.Originality/valueThe rapid advance of technology and the results of various investigations make evident the need of digital competences development. The most common process is digital literacy through techno-functional training. However, these research results confirm that it is possible to promote these digital competences from a practical view and implicitly in active methodologies educational practices.


2016 ◽  
Vol 9 (12) ◽  
pp. 120 ◽  
Author(s):  
Simone L. Calabrich

<p class="apa">This research explored perceptions of learners studying English in private language schools regarding the use of mobile technology to support language learning. Learners were first exposed to both a mobile assisted and a mobile unassisted language learning experience, and then asked to express their thoughts on the incorporation of mobile devices into the language classroom. The mobile assisted tasks involved learners posting a review online based on a real past experience, as well as using web-search engines to gather enough information to plan a hypothetical trip. Findings revealed overall positive attitudes amongst the students surveyed. Arguments in favour of the incorporation of mobile technology in the language classroom included: the possibility of having access to a range of materials superior in both quality and quantity when using mobile devices to access the Internet, among others. However, a significant amount of scepticism towards Mobile Assisted Language Learning emerged. Arguments against suggested that the format of presentation, rather than the type of task, seemed to constitute a motivational factor that played a psychologically significant role to some of the learners.</p>


2021 ◽  
Vol 5 (4) ◽  
pp. 25
Author(s):  
Vo Thuy Linh ◽  
Nguyen Ngoc Vu

Mobile learning (M - learning) emerges as the essential mark of technological revolution 4.0 and the great development of modern technology. It has proved that their smart functions were accompanied by the rapid expansion of mobile devices to support learning of learners everywhere and every time. Although mobile technology is expected to apply suitably to teaching and learning, the capacity of English as a Foreign Language (EFL) students to use mobile devices to support their English learning needs to be thoroughly evaluated. This paper is to present how EFL learners at a Vietnam University can exploit mobile technology by questionnaire through a survey of 300 EFL students. The investigation took place during the second semester of the 2018 - 2019 school year. The quantitative approach has been used to gather and analyze data, and results have shown that EFL students are confident of learning English through mobile devices through their use of mobile technology. This shows that learning English by mobile devices is feasible and has got positive perceptions from the students. Furthermore, the research results are expected to contribute as a theoretical background as reference for future researches related to mobile learning applications.


2014 ◽  
Vol 31 (5) ◽  
pp. 14-16 ◽  
Author(s):  
Dheeraj Singh Negi

Purpose – The purpose of this paper is to describe the use of mobile technologies to develop new ways of Libraries and Information Centre. Mobile devices help to connect with patrons. Creating a library application (“app”) or mobile Web site that allows patrons to access library hours, view their library account or even search databases is easier than most people think. The resources below should help libraries begin to plan and implement their own unique mobile presence: analyzing the present usage of mobile devices; providing an overview of devices, providers and features; describing the various activities these devices support for well library use; focusing how libraries and our librarians are responding with services tailored for these devices; and what can be done by libraries in future in this respect”. Design/methodology/approach – Information and Communications Technology continues to expand the boundaries of higher education into the “anytime/anywhere” experiences. Mobile communication is transforming how people search, receive and interact with information on a daily basis. In just a few short years, smart phone ownership has skyrocketed, and popular use of e-readers has been steadily on the rise. These advanced mobile tools provide portable access to the world of information, across boundaries of subject, discipline and industry. Findings – Mobile technology holds great promise for enabling libraries to provide enhanced services in a form users increasingly are demanding. If this promise is to be fully realized, however, libraries will need to conduct analyses and make smart decisions to address the issues outlined above, support staff education and explore partnerships and new funding models, and be prepared to compromise with respect to their traditional information delivery models. Originality/value – The explosion of advanced mobile technology and robust digital information collection capabilities should prompt libraries to examine carefully the ramifications for user privacy. Libraries can maintain their commitment to user privacy without overcompensating by imposing burdensome security measures or annoying interruptions. For example, libraries do not have to show users a privacy statement or security warning every time they want to access information on a mobile device. A single log-in and acceptance of terms of use, similar to the procedures for other mobile applications and services, should suffice. At the same time, libraries can take the opportunity to educate users in best practices with respect to privacy issues associated with the use of mobile devices.


2017 ◽  
Vol 12 (Number 1) ◽  
pp. 11-20
Author(s):  
L. Thaneshan ◽  
Fadhilah Mat Yamin ◽  
Siti Norezam Othman

This paper reviews major issues of mobile technology and mobile web usage among university students, including characteristics, importance and problems faced by university students when accessing web sites through mobile devices. This article also reviews the technology adoption models/theories that will best explain the adoption of IT/IS. The author identified Technology Acceptance Model (TAM) as the best model in explaining adoption of mobile web because TAM is the most suitable in explaining behavioural intention in the context of mobile devices. Mobile Web is the World Wide Web which is accessed through a mobile device such as laptop computer, smart phone or tablet. It establishes the entirety of the Internet and is not limited to webpages which have been specifically designed to be viewed through mobile devices. Distinctive features of mobile technology especially mobile web technology and its progressive impacts on information transfer and learning process has created many educational opportunities for higher education institutions. Although mobile devices are highly flexible, accessible and convenient, students are still facing great problems when they use mobile web for educational purpose.


Author(s):  
Katie Crowley ◽  
Ian Pitt

This chapter discusses the use of commercial Brain Computer Interfaces to monitor the emotions and interactions of a subject as they use a system. Tracking how a user interacts with a system, and the emotion-based responses that are invoked as they interact with the system, yield very valuable datasets for the development of intelligent, adaptive systems. The proliferation of mobile devices as an emerging platform offers scope for the development of the relationship between Brain Computer Interfaces and mobile technology, towards ubiquitous, minimally invasive, mobile systems.


Author(s):  
Jeffrey R. Stowell ◽  
Jordan Tanner ◽  
Erin Tomasino

This article provides an overview of using mobile technology in the classroom to enhance assessment of student learning. Although research on mobile devices in education is still in the embryonic stage, students generally have positive views about using their mobile devices for classroom polling and backchannel communication. However, there are also several challenges including the increased opportunity to be distracted when using mobile devices for other purposes, cost of the technology, and privacy concerns. The information presented will serve as a focal point for future research regarding the use of mobile technology in the classroom, and may help teachers to find new ways to reach their students.


2012 ◽  
pp. 189-198
Author(s):  
Jeongyoon Lee ◽  
R. Karl Rethemeyer

The recent boom in the use of smartphones has led to an expansion of the concept of cyber behavior to include nearly perpetual virtual contact through mobile devices. This chapter addresses the issue of mobile cyber behavior by identifying key dimensions of virtual interactions through smartphones. While most prior studies focused on mobile technology from a technical perspective, this article takes a sociotechnical perspective, focusing on aspects of human behavior in the context of a new technical system (i.e., smartphones). The authors’ review of this literature suggests that mobile phone cyber behavior develops along three primary dimensions – the “3Cs” of: contextualization, customization, and convenience.


Author(s):  
David Murphy ◽  
Flaithrí Neff

In this chapter, we discuss spatial sound within the context of Virtual Reality and other synthetic environments such as computer games. We review current audio technologies, sound constraints within immersive multi-modal spaces, and future trends. The review process takes into consideration the wide-varying levels of audio sophistication in the gaming and VR industries, ranging from standard stereo output to Head Related Transfer Function implementation. The level of sophistication is determined mostly by hardware/system constraints (such as mobile devices or network limitations), however audio practitioners are developing novel and diverse methods to overcome many of these challenges. No matter what approach is employed, the primary objectives are very similar—the enhancement of the virtual scene and the enrichment of the user experience. We discuss how successful various audio technologies are in achieving these objectives, how they fall short, and how they are aligned to overcome these shortfalls in future implementations.


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