Дисертації: "Didactic gestures and study gestures"

1

Marrot, Gilles. "Les transitions codiques comme indicateur des dynamiques communicationnelles conjointes. : Vers une caractérisation des gestes d’étude des élèves." Thesis, Antilles, 2019. http://www.theses.fr/2019ANTI0380/document.

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Notre projet de recherche ambitionne de mesurer l’impact sur les activités d’apprentissage des élèves du recours, par les acteurs de la situation didactique, à un enchainement de canaux de communication. Ce phénomène d’enchaînement orchestrant les activités du faire apprendre et de l’apprendre, sont nommés transitions codiques. Il s’agit dans un premier temps d’en montrer l’enjeu scientifique dans le champ de la didactique. Ensuite, il est question d’en circonscrire les caractéristiques essentielles. Enfin, il s’agit d’étudier l’impact différentiel de ces caractéristiques sur les gestes d’étude des élèves. Cette étude, en s’inscrivant dans le paradigme de l’interactionnisme symbolique, exige l’exploitation croisée de trois cadres théoriques en didactique : celui de la théorie des situations didactiques (TSD) qui identifie des typologies de situations organisées autour d’étapes dans la construction d’une connaissance en jeu, celui de la théorie anthropologique du didactique (TAD) qui articule au savoir en jeu la notion de rapport au savoir, et qui substitue cette notion de savoir à celle de praxéologie, et enfin celui de la théorie de l’action conjointe en didactique (TACD), organisé autour de l’idée essentielle que le savoir scolaire ne se définit pas de façon descendante et prescriptive, mais relève aussi d’une transposition ascendante qui induit la nécessaire prise en compte des dimensions d’épistémologie pratique de l’enseignant dans son institution, des actions didactiques et de ces différents descripteurs. Le dispositif mis en place, nous inscrit dans les perspectives comparatistes en didactique selon une approche descriptive et compréhensive en croisant des entretiens, des observations vidéos, et traces prises au vol.Les résultats obtenus mettent en évidence que les transitions codiques constituent l’essentiel du temps d’interaction et s'organisent selon une charge directionnelle, des délais, des degrés d’ostension qui évoluent dans le temps et qui renseignent sur le registre d'action enseignante. Ces caractéristiques varient également selon le mode de convocation des savoirs qui les sous-tendent, à l’interface entre cognition consciente et intuition. Elles structurent une rythmique de l’intervention et de l’interaction différentielle au regard des niveaux de pratique et du genre. Elles pilotent en conséquence les gestes d’étude des élèves Our research project aims to measure the impact on pupils' learning activities of the use, by the actors of the didactic situation, of a series of channels of communication. This phenomenon of sequencing orchestrating the activities of learning and learning are called code transitions. It is a question of first showing the scientific stake in the field of didactics. Then, it is a question of circumscribing its essential characteristics. Finally, it is a question of studying the differential impact of these characteristics on the students' gestures of study.This study, in keeping with the paradigm of symbolic interactionism, requires the cross-exploitation of three theoretical frameworks in didactics: that of the theory of didactical situations (TSD) which identifies typologies of situations organized around stages in the construction of a knowledge at stake, that of the anthropological theory of didactics (TAD) which articulates to the knowledge at stake the notion of relation to knowledge, and which substitutes this notion of knowledge for that of praxeology, and finally that of the theory of joint action in didactics (TACD), organized around the essential idea that school knowledge is not defined in a top-down and prescriptive way, but is also an upward transposition which induces the necessary consideration of the dimensions of practical epistemology of the teacher in his institution, didactic actions and these different descriptors.The system put in place, inscribes us in the comparatist perspectives in didactics according to a descriptive and comprehensive approach by crossing interviews, video observations, and traces taken in flight.The results show that the codic transitions constitute the bulk of the interaction time and are organized according to a directional charge, delays, degrees of evolution which evolve over time and which inform the action register. teacher. These characteristics also vary according to the mode of convocation of the knowledge that underlies them, at the interface between conscious cognition and intuition. They structure a rhythm of intervention and differential interaction in terms of levels of practice and gender. They pilot the pupils' gestures of study accordingly

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2

Billon, Virginie. "Éclairage des modes de parler-penser l’agir professionnel d’enseignant·e·s néotitulaires au travers d’une recherche accompagnante longitudinale." Electronic Thesis or Diss., Bordeaux, 2024. http://www.theses.fr/2024BORD0430.

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Notre recherche, à visée essentiellement compréhensive, s’attache à décrire certaines caractéristiques du développement professionnel d’enseignant·e·s débutant·e·s au cours d’un dispositif accompagnant. Elle s’intéresse à ce que révèlent les mouvements discursifs lors d’interactions langagières entre pairs et entre pairs et chercheur·e·s, interactions centrées sur des éléments de leur pratique ainsi que sur les articulations théorie/pratique. Dans notre étude, l’analyse de pratique est adossée à un scénario didactique portant sur un atelier d’écriture autonome. Les dimensions théoriques mobilisées par les participant·e·s ont trait au modèle du multiagenda (Bucheton, Soulé, 2009) et à la notion de geste (professionnel, didactique, d’ajustement, d’étude et d’apprentissage). À terme, nos résultats doivent nourrir les dispositifs de formation d’enseignant·e·s, en articulant l’analyse de pratiques aux apports des didactiques disciplinaire et professionnelle The aim of our research, which is essentially comprehensive, is to describe certain features of the professional development of novice teachers during the course of a mentoring scheme. It is interested in what discursive movements reveal during language interactions between peers and between peers and researchers, interactions centred on elements of their practice as well as on the theory/practice links. In our study, the analysis of practice is based on a didactic scenario relating to an independent writing workshop. The theoretical dimensions mobilised by the participants relate to the multiagenda model (Bucheton, Soulé, 2009) and the notion of gesture (professional, didactic, adjustment, study and learning). Ultimately, our results should provide input for teacher training schemes, by linking analysis of practice to contributions from disciplinary and professional didactics

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3

Devaney, Jason Wayne. "A study of articulatory gestures for speech synthesis." Thesis, University of Liverpool, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284254.

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4

Wu, Xiaolong. "A comparative study about cognitive load of air gestures and screen gestures for performing in-car music selection task." Thesis, Georgia Institute of Technology, 2014. http://hdl.handle.net/1853/54312.

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With the development of technology, people's viewpoints of the automobile have shifted; instead of merely a means of transportation, the automobile has become a space in which a driver can still perform daily activities besides driving, such as communicating with other people, interacting with electronic devices, and receiving information. In the meantime, different ways of interaction have been explored. Among all the modalities, gestures have been considered as a feasible way for performing in-car secondary tasks because of their intuitiveness. However, few researches have been conducted in terms of subjects' cognitive load. This thesis has examined four gesture interfaces (air swipe, air tap, screen swipe, and screen tap), in terms of their effects on drivers' driving performance, secondary task performance, perceived cognitive load, and eye glance behavior. The result demonstrated that air gestures are generally slower than screen gestures with regard to secondary performance. Screen swipe gesture requires the lowest cognitive load while air swipe and screen tap gesture remain the same. Subjects in this study tend to prefer screen swipe gesture the most while prefer air tap gesture the least. However, there is no significant difference between air swipe and screen tap gesture. Although air tap gesture and screen tap gesture generated the largest amount of dwell times, no variance among the four gesture interfaces in driving performance has been found. The result indicated that even though air gestures are not limited by space, screen swipe in this study still seemed to be the most ideal way for performing in-car secondary task of music selection.

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5

Bohlin, Stina. "Meaningless movement or essential expression : A study about gestures." Thesis, Luleå tekniska universitet, Institutionen för ekonomi, teknik, konst och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-85247.

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The thesis investigates how body movements influence a musical performance, with the aim to reach a more expressive performance by an increased awareness of gestures. In the study, three versions of the same clarinet piece were recorded on video; one with me, one with my clarinet teacher and one with a fellow clarinet student. The study addresses the following research questions: - How do body movements correspond to musical intentions? - How are my gestures formed and influenced by my teachers’ gestures? - In what ways can a raised awareness of gestures affect my musical performance? The videos were coded and analysed using open coding. As a reference, each clarinettist notated their intended phrasing in the score. This was marked as phrases (slurs) and Goal Points, and was also annotated in ELAN. With the intention to answer the first research question, the body movements were compared with the performers intended phrasing. In order to answer the second research question, coded sequences from each performance were compared with each other to find similarities and differences, using both quantitative and qualitative methods. Finally, I recorded a second performance of the same piece to investigate whether awareness of gestures affected my performance. Results align with previous research and indicate that body gestures are unique for each performer and connected to musical intentions. Results also indicate a resemblance in movement patterns between my teacher’s performance and my own, suggesting that gestures can be transferred from teacher to student.

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Yunus, Fajrian. "Prediction of Gesture Timing and Study About Image Schema for Metaphoric Gestures." Electronic Thesis or Diss., Sorbonne université, 2021. http://www.theses.fr/2021SORUS551.

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Les gestes communicatifs et la parole sont étroitement liés. Nous voulons prédire automatiquement les gestes en fonction du discours. Le discours lui-même a deux constituants : l'acoustique et le contenu du discours (c'est-à-dire le texte). Dans une partie de cette thèse, nous développons un modèle basé sur un réseau de neurones récurrents avec un mécanisme d'attention pour prédire le moment des gestes, c'est-à-dire quand les gestes doivent se produire et quels types des gestes doivent se produire. Nous utilisons une technique de comparaison de séquences pour évaluer les performances du modèle. Nous réalisons également une étude subjective pour mesurer comment nos répondants jugent le naturel, la cohérence temporelle et la cohérence sémantique des gestes générés. Dans une autre partie de la thèse, nous travaillons avec la génération des gestes métaphoriques. Les gestes métaphoriques portent le sens, et il est donc nécessaire d'extraire la sémantique pertinente du contenu du discours. Ceci est fait en utilisant le concept d’image schéma tel que démontré par Ravenet et al. Cependant, pour pouvoir utiliser l’image schéma dans les techniques d'apprentissage automatique, les image schémas doivent être convertis en vecteurs de nombres réels. Par conséquent, nous étudions comment nous pouvons transformer l’image schéma en vecteur en utilisant des techniques du plongement de mots. Enfin, nous étudions comment nous pouvons représenter les formes des gestes des mains. La représentation doit être suffisamment compacte mais elle doit également être suffisamment large pour pouvoir couvrir suffisamment de formes pouvant représenter une gamme suffisante de sémantique Communicative gestures and speech are tightly linked. We want to automatically predict the gestures based on the speech. The speech itself has two constituents, namely the acoustic and the content of the speech (i.e. the text). In one part of this dissertation, we develop a model based on a recurrent neural network with attention mechanism to predict the gesture timing, that is when the gesture should happen and what kind of gesture should happen. We use a sequence comparison technique to evaluate the model performance. We also perform a subjective study to measure how our respondents judge the naturalness, the time consistency, and the semantic consistency of the generated gestures. In another part of the dissertation, we deal with the generation of metaphoric gestures. Metaphoric gestures carry meaning, and thus it is necessary to extract the relevant semantics from the content of the speech. This is done by using the concept of image schema as demonstrated by Ravenet et al. However, to be able to use image schema in machine learning techniques, the image schemas has to be converted into vectors of real numbers. Therefore, we investigate how we can transform the image schema into vector by using word embedding techniques. Lastly, we investigate how we can represent hand gesture shapes. The representation has to be compact enough yet it also has to be broad enough such that it can cover sufficient shapes which can represent sufficient range of semantics

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7

Bernardi, Dario. "A feasibility study on pairinga smartwatch and a mobile devicethrough multi-modal gestures." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-254387.

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Pairing is the process of establishing an association between two personal devices. Although such a process is intuitively very simple, achieving a straightforward and secure association is challenging due to several possible attacks and usability-related issues. Indeed, malicious attackers might want to spoof the communication between devices in order to gather sensitive information or harm them. Moreover, offering users simple and usable schemes which attain a high level of security remains a major issue. In addition, due to the great diversity of pairing scenarios and equipment, achieving a single, usable, secure association for all possible devices and use cases is simply not possible.In this thesis, we study the feasibility of a novel pairing scheme based on multi-modal gestures, namely, gestures involving drawing supported by accelerometer data. In particular, a user can pair a smart-watch on his wrist and a mobile device (e.g., a smart-phone) by simply drawing with a finger on the screen at the device.To this purpose, we developed mobile applications for smart-watch and smart-phone to sample and process sensed data in support of a secure commitment-based protocol. Furthermore, we performed experiments to verify whether encoded matching-movements have a clear similarity compared to non-matching movements.The results proved that it is feasible to implement such a scheme which also offers users a natural way to perform secure pairing. This innovative scheme may be adopted by a large number of mobile devices (e.g., smart-watches, smart-phones, tablets, etc.) in different scenarios. Parkoppling är processen för att etablera en anslutning mellan två personliga enheter. Även om den processen rent intuitivt verkar väldigt enkel så är det en utmaning att göra det säkert på grund av en uppsjö olika attackvektorer och användbarhets-relaterade problem. Faktum är att angripare kanske vill spionera på kommunikationen mellan enheterna för att samla information, eller skada enheten. Dessutom kvarstår problemet att erbjuda användaren ett simpelt och användarvänligt sätt att parkoppla enheter som håller en hög nivå av säkerhet. På grund av mängden av olika enheter och parkopplingsscenarier är det helt enkelt inte möjligt att skapa ett enskilt säkert sätt att parkoppla enheter på.I den här uppsatsen studerar vi genomförbarheten av ett nytt parkopplingsschema baserat på kombinerade rörelser, nämligen en målande rörelse supportat av data från accelerometern. I synnerhet kan en användare parkoppla en smart klocka på sin handled med en mobiltelefon genom att måla med sitt finger på mobiltelefonens skärm. För ändamålet utvecklar vi en mobilapplikation för smarta klocka och mobiltelefoner för att testa och processa inhämtad data som support för ett säkert engagemangsbaserat protokoll. Utöver det genomförde vi ett antal experiment för att verifiera om synkroniserade rörelser har tydliga liknelser i jämförelse med icke synkroniserade rörelser.Resultatet visade att det är genomförbart att implementera ett sådant system vilket också erbjuder användaren ett naturligt sätt att genomföra en säker parkoppling. Detta innovativa system kan komma att användas av ett stort antal mobila enheter (t.ex. smarta klockor, mobiltelefoner, surfplattor etc) i olika scenarion.

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Pérez, Carrillo Alfonso Antonio. "Enhacing spectral sintesis techniques with performance gestures using the violin as a case study." Doctoral thesis, Universitat Pompeu Fabra, 2009. http://hdl.handle.net/10803/7264.

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In this work we investigate new sound synthesis techniques for imitating musical instruments using the violin as a case study. It is a multidisciplinary research, covering several fields such as spectral modeling, machine learning, analysis of musical gestures or musical acoustics. It addresses sound production with a very empirical approach, based on the analysis of performance gestures as well as on the measurement of acoustical properties of the violin. Based on the characteristics of the main vibrating elements of the violin, we divide the study into two parts, namely bowed string and violin body sound radiation. With regard to the bowed string, we are interested in modeling the influence of bowing controls on the spectrum of string vibration. To accomplish this task we have developed a sensing system for accurate measurement of the bowing parameters. Analysis of real performances allows a better understanding of the bowing control space, its use by performers and its effect on the timbre of the sound produced. Besides, machine learning techniques are used to design a generative timbre model that is able to predict spectral envelopes corresponding to a sequence of bowing controls. These envelopes can then be filled with harmonic and noisy sound components to produce a synthetic string-vibration signal. In relation to the violin body, a new method formeasuring acoustical violin-body impulse responses has been conceived, based on bowed glissandi and a deconvolution algorithm of non-impulsive signals. Excitation is measured as string vibration and responses are recorded with multiple microphones placed at different angles around the violin, providing complete radiation patterns at all frequencies. Both the results of the bowed string and the violin body studies have been incorporated into a violin synthesizer prototype based on sample concatenation. Predicted envelopes of the timbre model are applied to the samples as a time-varying filter, which entails smoother concatenations and phrases that follow the nuances of the controlling gestures. These transformed samples are finally convolved with a body impulse response to recreate a realistic violin sound. The different impulse responses used can enhance the listening experience by simulating different violins, or effects such as stereo or violinist motion. Additionally, an expressivity model has been integrated into the synthesizer, adding expressive features such as timing deviations, dynamics or ornaments, thus augmenting the naturalness of the synthetic performances.

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Rodrigues, Miquéias. "A qualitative study of speech and gestures in the vocabulary explanations of one efl teacher." Florianópolis, SC, 2005. http://repositorio.ufsc.br/handle/123456789/102403.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente Made available in DSpace on 2013-07-16T00:52:04Z (GMT). No. of bitstreams: 1 225679.pdf: 312552 bytes, checksum: de33077bf3bf7d64fbfe5d9c9fa311d5 (MD5) The study presented in this thesis seeks to identify the linguistic strategies and the gestures used by one English as a foreign language (EFL) teacher in her elaboration of unplanned vocabulary explanations. Additionally, the present work attempts to unveil the relations between gestures and speech in the context investigated. Finally, particular attention is given to the potential contribution that the study of gestures might bring to the understanding of EFL classroom explanatory discourse. The results point to the fact that the relation between gestures and speech is of a semantic and pragmatic nature (McNeill, 1992). Furthermore, gestures have been found to perform important functions in the episodes of vocabulary explanation studied. Those functions include illustrating and/or highlighting the content of speech, and establishing cohesion within the discourse event. O estudo apresentado nesta dissertação teve por objetivo identificar as estratégias lingüísticas e os gestos empregados por uma professora de inglês como língua estrangeira na elaboração de explicações de vocabulário não planejadas. Além disso, o presente trabalho buscou descobrir as relações existentes entre gestos e fala no contexto investigado. Por fim, foi dada especial atenção à provável contribuição que o estudo dos gestos pode trazer para a compreensão do discurso explanatório no contexto da sala de aula de inglês como língua estrangeira. Os resultados sugerem que a relação entre gestos e fala é de natureza semântica e pragmática (McNeill, 1992). Além do mais, demonstrou-se que os gestos desempenham importantes funções nos episódios de explicação de vocabulário analisados. Essas funções incluem a ênfase e/ou ilustração do conteúdo da fala, bem como o estabelecimento de coesão no interior do evento discursivo em questão.

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Sikes, Evan E. M. A. "A Matter of Perspective: Anti-Authoritarian Gestures in the Political Art of Ai Weiwei." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1377871084.

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11

Patel, N. S. "Exploration of talk and gestures for dialogic scaffolding : a study of primary and secondary reading instruction." Thesis, University College London (University of London), 2015. http://discovery.ucl.ac.uk/1473734/.

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This sociocultural research aims to explore the use of semiotic resources for meaning-making that takes place in primary and secondary reading instruction in Singapore schools and Singapore-based British international schools. The research extrapolates similar interesting observations found across age groups to make the theory generated, a redesigned dialogic scaffolding model with a gesture element, more robust. The study highlights the theoretical and methodological contributions arising from this research, along with pedagogical implications as it explores common strategies for practitioners' implementation. While many previous studies have tended to focus on the role of speech used in classrooms, there is a growing recognition that the spoken language only provides a partial understanding to what goes on during lessons. Since students' learning experience is essentially multimodal, the study of pedagogic semiosis (meaning- making) should, in fact, involve an interplay of semiotic resources. Using multiple case studies of one primary English and one secondary English teacher, each from the Singapore schools and Singapore-based British international schools, this observation research applies an analytical approach, informed by theories of scaffolding and gesture. The study looks at how speech and gesture are used during reading instruction (text comprehension). This involves the teacher's and/or student's 'shaping' of varied modes - speech and gestures, as part of the teacher's scaffolding strategies used to support explorations in meaning-making of the reading classroom. Using multimodal transcription and conversation analysis, this study discusses linguistic and multimodal features of the pedagogic discourse between teachers and students, such that the multisemiotic teaching and learning experiences are explicated. From the findings, it is observed that while speech plays a central role in mediating learning, the use of other semiotic resources not only favours students' comprehensibility of the reading text but also gave support to their construction of meaning. The use of gestures constituted a crucial tool for the teacher's adaption of scaffolding strategies. Additionally, students benefited from the use of gestures in opportunities for self-repairs, which facilitated their understanding and meaning- making inferences in the reading classroom. It is through this interplay between speech and gesture that effective meaning-making and understanding are achieved.

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Burns, Anne-Marie. "On the Relevance of Using Virtual Humans for Motor Skills Teaching : a case study on Karate gestures." Phd thesis, Université Rennes 2, 2013. http://tel.archives-ouvertes.fr/tel-00813337.

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The main question of that thesis is on the relevance of using virtual humans to teach complex motor skills. The first study explores the question of the feasibility of learning by imitation of a virtual human by comparing the improvement of the performance on three karate gestures for three groups, namely a traditional class, a video-based group and a virtual reality group. The second study investigates the influence on the learning task of having a self representation in the virtual environment. The participants have a feedback of their movements represented on a mirrored cylindrical gray avatar. The impact of that avatar on the learning task of the participants is assessed by two means. Performance evaluations are performed and give an external perspective on the learning. Evocation interview are also performed to get an insight of the learning task from the participants point of view. Finally, these two studies are completed by a third one investigating the possibility to have an automatic performance evaluator in order to reduce grading discrepancies generated by humans graders. Such a tool would be required to have an objective performance evaluation of all the participants in order to compare the four learning environments presented in that thesis and eventual further iteration of these environments. The conclusion our the studies presented in that thesis are that learning motor skills from the imitation of a virtual human is possible. Consequently, virtual learning environments for motorskills teaching are relevant. Furthermore, these environments can be used in various types of applications. They can be used as a study tool for standard and controlled investigation of teaching by demonstration. They can also be used in an engineering loop for the development of further learning environments and training accelerators. They also have a potential usage in the development of exergames in response to the international obesity crisis

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Spets, H. (Heidi). "Co-present and real-time interaction in virtual reality:a study of environmentally coupled gestures in explanation sequences." Master's thesis, University of Oulu, 2018. http://urn.fi/URN:NBN:fi:oulu-201805312143.

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This thesis focuses on the interactional issues in virtual reality (VR) that are presented in Hindmarsh, Heath & Fraser (2006). These issues are fragmenting interaction, misleading avatars and disrupting a world in common, and they are examined in explanation sequences that contain environmentally coupled gestures (EnCGs). The explanation sequences can be divided into two activities: word explanations and route explanations. This thesis will examine how these issues present themselves in co-present, real-time interaction in immersive VR. The interactional problems these issues cause will also be examined. The materials used in this thesis are video recordings of naturally occurring interaction in the Rec Room virtual space. All the participants have minimal experience with immersive VR. The materials are in English, and the participants are mostly non-native English speakers from Finland. The research method is based on conversation analysis and gesture studies, and detailed transcripts were made to aid in the analysis. The materials are presented in the form of anonymised screenshots from the videos and short excerpts from the transcripts to illustrate the issues as they appear in the materials. The main finding is that the participants are mostly unaware of these interactional issues, and that the issues often lead to the failure of the explanation sequence. A lack of awareness and experience factored in almost every examined instance, causing the participants to interpret actions made in VR incorrectly or to act based on incorrect assumptions. Some of the technical features caused actions to appear different in VR or even not appear in VR at all. The avatars are simplistic and pseudo-humanoid, making interpreting the avatars’ actions difficult at times. It is also shown in this thesis that the participants can adapt to these issues and solve them. Both activities contained one or two instances of a participant realising and then attempting to solve the issue. Further research is still needed to confirm the results of this thesis and to provide comprehensive descriptions of these issues in immersive VR Tämä tutkimus käsittelee Hindmarsh, Heath & Fraserin (2006) esittelemiä vuorovaikutuksen ongelmia virtuaalitodellisuudessa. Nämä ongelmat ovat pirstoutuva vuorovaikutus, harhaanjohtavat avattaret ja yhteisen maailman häiriintyminen, ja niitä tutkitaan ympäristöön yhdistyneitä eleitä sisältävissä selityssekvensseissä. Selityssekvenssit voidaan jakaa kahteen aktiviteettiin: sanaselityssekvensseihin ja reitinselityssekvensseihin. Tässä tutkimuksessa tarkastellaan miten nämä ongelmat esiintyvät yhteisläsnäolevassa, reaaliaikaisessa vuorovaikutuksessa immersiivisessä virtuaalitodellisuudessa. Tutkimuksessa tarkastellaan myös näiden ongelmien aiheuttamia vuorovaikutuksen vaikeuksia. Tutkimuksen materiaaleina käytetään videonauhoitteita luonnollista Rec Room -virtuaalitilassa tapahtuvaa vuorovaikutuksesta. Kaikilla osallistujilla on vain vähäistä kokemusta immersiivisestä virtuaalitodellisuudesta. Materiaalit ovat englanniksi, ja lähes kaikki osallistujat ovat suomalaisia, ei-natiiveja englannin puhujia. Tutkimusmetodi pohjaa keskusteluanalyysiin ja eletutkimukseen, ja analyysin avuksi on tehty yksityiskohtaisia litteraatteja. Anonymisoituja kuvankaappauksia ja lyhyitä katkelmia litteraateista käytetään havainnollistamaan analyysiä. Tutkimuksessa havaittiin, että suurimman osan ajasta osallistujat eivät tiedosta vuorovaikutuksen vaikeuksia, ja että nämä vaikeudet johtavat usein selityssekvenssin epäonnistumiseen. Lähes jokaisessa ongelmatilanteessa vaikuttivat osallistujien kokemuksen puute ja se, etteivät osallistujat tiedostaneet ongelmaa. Nämä saivat osallistujat tulkitsemaan virtuaalitodellisuudessa näkyvää toimintaa virheellisesti sekä toimimaan virheellisten oletusten pohjalta. Eräät tekniset ominaisuudet aiheuttivat virtuaalitodellisuudessa näkyvän toiminnan luonteen muuttumista ja myös tilanteita, joissa toiminta ei näkynyt virtuaalitodellisuudessa. Avattarien yksinkertaisuus ja pseudohumanoidi ulkonäkö aiheuttivat hankaluuksia niiden toiminnan tulkitsemisessa. Tutkimuksessa havaittiin, että osallistujat kykenevät sekä huomaamaan ongelman, että yrittämään ratkaista sen vuorovaikutuksen ollessa yhä käynnissä. Lisätutkimus on tarpeen, jotta tutkimuksen tulokset voidaan vahvistaa ja tuottaa kattavat kuvaukset mainituista ongelmista immersiivisessä virtuaalitodellisuudessa

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Vural, Erkan. "Disfluency In Second Language: A Study Of Turkish Speaker Of English." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12610090/index.pdf.

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The purpose of this study is to investigate disfluency and gesture in the second language under specific conditions such as familiarity vs. non-familiarity, concrete topic type vs. abstract topic type and speaking with native speaker vs. speaker with non-native speaker. The sample of this study was sixteen students from the Department of Basic English in Middle East Technical University (DBE), three instructors from DBE and one instructor from Modern Language Department in Middle East Technical University. Two of the instructors are native and the rest of them are non-native speakers of English. With an assigned instructor each student spoke on the following topics: making spaghetti, giving directions, spring festival and clashing midterms, and effects of religion on our life. The conversations on each topic were recorded audio-visually. Then the audio-visual data was annotated in terms of linguistic and gestural elements. In order to explore the relation among disfluency, gesture and controlled variables, quantitative data analysis methods were used. Levelt&rsquo s speech production and Krauss&rsquo s gesture production model were used as a basic framework. Dual Coding theory and Metalinguistic Awareness Theory was used to explain intricate results of the present study. As a result of the study, it was found that in the concrete topic condition, learners speak more fluently because of time and topic effects. Similarly, in the condition of familiar addressee and native speaker, learners speak more fluently than they do when speaking with a non-familiar or a non- native speaker.

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Cervera, Maria Christina da Silva Firmino. "Uma interpretação do agir docente revelado por gestos didáticos e gestos de aprendizagem no contexto da Graduação e da Pós-Graduação." Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/13720.

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Made available in DSpace on 2016-04-28T18:23:01Z (GMT). No. of bitstreams: 1 Maria Christina da Silva Firmino Cervera.pdf: 2137963 bytes, checksum: b81d5a67c24fa0b054bf9c10df3bdefa (MD5) Previous issue date: 2015-01-23 Coordenação de Aperfeiçoamento de Pessoal de Nível Superior This thesis in Applied Linguistics area aims to investigate the didactic gestures (AEBY-DAGHÉ and DOLZ, 2008, SCHNEUWLY and DOLZ, 2009) used by the teacher in the teaching-learning of the genre academic review, in the university context, checking how student´s learning gestures are created. Justified the decision to investigate the didactic gestures due to the fact that these units can reveal the objects to be taught and take a didactic perspective, moreover, teaching gestures can be interpreters of how the teacher's work is done and how they can reveal in response to student´s learnings about the object of study. In addition, the didactic gestures can bring light to the teaching-learning process with a genre, focusing on the development of the object decomposition process to be taught in the course of activities of the strategies, teaching tools put to use by the teacher, and all these strategies could prove the real teacher's work. We also assume that the didactic gestures allow not only identify the acting teacher (MACHADO and BRONCKART, 2009), but also the embodiment of this act establishing interaction in the construction of knowledge of the student in the classroom. We recognize the act teaching as an occupation that consists on complex gestures that if described and understood, may give the profession a character, admittedly, more professional. We use also the notions about the review model Interactionism Sociodiscursivo (BRONCKART, [1999] 2007), acting teacher (MACHADO and BRONCKART, 2009), and didactic gestures (AEBY-DAGHÉ and DOLZ, 2008). The corpus of research was audio recordings and later three classes transcripts, two classes recorded on different days within a month, with graduate students, and a recorded class with graduate students, about five months after the first recordings, totaling approximately 4 hours of recordings. The participants are students of evening courses in São Paulo, two rooms of new students in a course of Directors, with an average of 70 students per class, graduation, and 09 students in the postgraduate course in a night Educational Psychology. Analyses of data from the transcripts were based on the ISD model of analysis in respect of two categories: the production context and the overall plan of the thematic content. Based on these categories, we find the didactic gestures that lead to understanding of the teacher's work and acting teacher with regard to the object of study. The methodological approach used was the qualitative approach (ANDRÉ, 1995), described in a case study strategy (ANDRÉ, 1995) focusing on the difficulties students have in academic writing of a specific academic genre. The results showed that the specific didactic gestures reveal the teachable dimensions of an object of study and the teaching-learning process, which can create learning gestures Esta pesquisa, inserida na área de Linguística Aplicada, tem por objetivo investigar os gestos didáticos (AEBY-DAGHÉ e DOLZ, 2008, SCHNEUWLY e DOLZ, 2009) utilizados pelo professor no ensino-aprendizagem do gênero textual resenha acadêmica, no contexto universitário e verificar como criam gestos de aprendizagem no aluno. Justifica-se a decisão por investigar os gestos didáticos devido à constatação de que estes podem revelar unidades dos objetos a serem ensinados e assumirem uma perspectiva didática. Além disso, os gestos didáticos podem ser intérpretes do trabalho do professor, podendo revelar, em resposta, a aprendizagem dos alunos sobre o objeto de estudo. Os gestos didáticos podem trazer luzes ao processo de ensino-aprendizagem de um gênero, com foco no desenvolvimento do processo de decomposição do objeto a ser ensinado no decorrer das atividades, das estratégias utilizadas e das ferramentas didáticas colocadas em uso pelo professor. Assumimos também que os gestos didáticos permitem, não só identificar o agir docente (MACHADO e BRONCKART, 2009), mas, também, o modo de realização desse agir que estabelece interação na construção do conhecimento do aluno em sala de aula. Reconhecemos o agir docente como uma atividade profissional constituída por gestos complexos que, se descritos e compreendidos, podem atribuir à profissão um caráter, reconhecidamente, mais profissional. Recorremos também às noções sobre o modelo de análise textual do Interacionismo Sociodiscursivo (BRONCKART, [1999] 2007), agir docente (MACHADO e BRONCKART, 2009), e gestos didáticos (AEBY-DAGHÉ e DOLZ, 2008). O corpus da pesquisa contou com gravações em áudio e, posteriormente, transcrições de três aulas, sendo duas aulas gravadas em dias diferentes, dentro de um mesmo mês, com alunos da graduação, e uma aula gravada com alunas da pós-graduação, cerca de cinco meses após as primeiras gravações, totalizando, aproximadamente, 4 horas de gravações. Os participantes da pesquisa são alunos de cursos noturnos da cidade de São Paulo, sendo duas salas de alunos ingressantes em um curso de Administração, com média de 70 alunos por sala, na graduação, e 09 alunas na pós-graduação de um curso noturno em Psicopedagogia. As análises dos dados obtidos nas transcrições basearam-se no modelo de análise do ISD em relação a duas categorias: o contexto de produção e o plano global dos conteúdos temáticos. Com base nessas categorias, verificamos os gestos didáticos que levam a compreensão do trabalho do professor e do agir docente no que diz respeito ao objeto de estudo. A abordagem metodológica utilizada foi a abordagem qualitativa (ANDRÉ, 1995), descritas em uma estratégia de estudo de caso (ANDRÉ, 1995) com enfoque nas dificuldades que os universitários apresentam na escrita acadêmica de um gênero textual acadêmico específico. Os resultados demonstraram que os gestos didáticos específicos revelam as dimensões ensináveis de um objeto de estudo e, no processo de ensino-aprendizagem, podem criar gestos de aprendizagem

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Scheb-Buenner, Patcharee. "An exploration of scaffolding in relation to gestures and code switching : a case study of a private university, Thailand." Thesis, University of Southampton, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.580585.

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This study reports on how five Thai teachers in a private university scaffold their students in an EFL classroom in relation to gestures and code switching. The context of this study is described as teacher-fronted instruction and focuses on low proficiency students. Using the qualitative-based method of a case study, observation is a principal data collection tool. Interview and field notes are employed to supplement the data. The study reveals basic types of instructional activities: focus on form and focus on meaning from the observational data. Scaffolding is first explored using frameworks adopted from Wood et al (1976) and van Lier (1996). The findings illuminate that the verbal interaction of Thai teachers with their students reflects scaffolding features described by Wood et al (1976) while slightly reflecting what van Lier (1996) describes as attributes. The exploration includes gestures as they naturally accompany verbal communication (Harris, 2005). Additionally, code switching to Thai is also investigated as Thai is the mother tongue of the teachers and the students. Gestures are found accompanying scaffolding features and related strategies. Three gestures are identified in this study. Illustrative gestures are found to be the most common, followed by regulative and emotional gestures. The study concludes by summarising the features of scaffolding in the teacher-fronted style of teaching. This embraces all the findings in relation to form- and meaning-focused activities. Scaffolding in the form-focused activities illuminates long sequentiality, less gestures, long utterances of code switching to 1 Thai, less contingency, and contextual support, while scaffolding in the meaning-focused activities consist of short sequentiality, more gestures, short utterances of code switching, more contingency, and contextual support. More and less effective scaffolding strategies are also proposed regarding to what extent they can promote the learners' engagement. The study offers the EFL teachers dealing with low proficiency learners and teacher-fronted instruction the pedagogical implications for gaining the learners' engagement by focusing on employing gestures and code switching. It also suggests that scaffolding is a practical technique which should be promoted in pedagogical training.

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17

Fraser, Mariam Louise. "Gestures before bodies, masks before faces : a study of the discursive production of the self of Simone de Beauvoir and of bisexuality." Thesis, Lancaster University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337570.

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18

Wendel, Sue M. "Insights into the Mental Imagery and Gestural Awareness of Representational Gestures Produced in Everyday Talk: An Exploratory Study of Using Participants' Comments as Data." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2646.

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To better understand representational gestures used in everyday talk, this study explores the ways participants talk about their own mental imagery and gestural awareness, and how their comments affect analysis. Literature pertaining to representational gestures, mental imagery, gestural awareness, and self-report data provide the theoretical framework for the study's design and implementation. Data is drawn from observations of two video recorded dyads engaged in everyday conversation, and four audio recorded interviews with each participant individually as they viewed and commented on selected video segments in which they had produced a representational gesture. Findings indicate that participants talked about mental imagery and gestural awareness in ways that were descriptive, explanatory, and self-reflective. They described their mental imagery in i) visual and motor terms, ii) as mental simulations, iii) as textural sensations, and iv) in linguistic metaphors. Participants talked about gestural awareness in terms of i) spontaneity, ii) intentionality, and iii) affective states. Taken altogether, participant comments suggest embodied cognition as a useful framework for analyzing and understanding representational gestures. Further, findings indicate that participant comments served to i) confirm, ii) clarify, and/or iii) expand my analysis, suggesting that participant comments can enhance understanding of mental imagery and gestural awareness in ways that could not be achieved by a researcher's observations and analysis alone.

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Oliveira, Márcia Andrea Almeida de 1979. "O ensino de língua portuguesa : usos do livro didático, objetos de ensino e gestos profissionais." [s.n.], 2013. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269649.

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Orientador: Roxane Helena Rodrigues Rojo Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem Made available in DSpace on 2018-08-22T17:39:53Z (GMT). No. of bitstreams: 1 Oliveira_MarciaAndreaAlmeidade_D.pdf: 29425372 bytes, checksum: 6fbc45d93009561121ed48292dc305a7 (MD5) Previous issue date: 2013 Resumo: Essa tese se insere na área de Linguística Aplicada e procura integrar três dimensões essenciais para se compreender o uso do Livro Didático de Língua Portuguesa: os objetos de ensino, as ferramentas do professor e os gestos profissionais. Tem como objetivo descrever, analisar e compreender como as professoras dos 6º e 9º anos apropriam se dos livros didáticos da coleção Tudo é Linguagem, adotada no triênio 2008-2010, em uma escola estadual da cidade de Belém. Neste trabalho, buscou-se (1) examinar as apreciações dos professores a respeito do manual adotado, levando-se em consideração o caráter ideológico do enunciado, o papel da linguagem na constituição social do sujeito (BAKHTIN, 1993 [1934]; 1997 [1953]); (2) investigar quais gestos didáticos é proposto pelo livro didático e aqueles implementados pelas professoras participantes da pesquisa, tomando-se como referência as reflexões sobre gesto (AEBY-DAGHÉ; DOLZ, 2008, SCHNEUWLY; DOLZ, 2009); e (3) verificar em que medida o uso do Livro Didático de Língua Portuguesa favorece a reconfiguração dos objetos de ensino em sala de aula (CHEVALLARD, 1991[1985], MARTINAND, 1986; 2001). Além disso, para se analisar os objetos dedetizados, ensinados e avaliados, bem como analisar os gestos didáticos implementados durante a construção do objeto de ensino em aula, recorreu-se à noção de ferramenta/megainstrumento (SCHNEUWLY, 2004 [1994]), às reflexões sobre tarefa (DOLZ et al., 2001), às noções de apropriação tecnológica (BAR; PISANI; WEBER, 2007, CARROL et al., 2003, CARROL, 2004) e à ideia de sedimentação das práticas (SCHNEUWLY; CORDEIRO; DOLZ, 2005). Para se alcançar os objetivos propostos usaram-se a metodologia qualitativa (LÜDKE; ANDRÉ, 1986) de cunho etnográfico (ANDRÉ, 1995) e se seguiu o princípio da triangulação dos dados e uma orientação interpretativista (MOITA-LOPES, 1994). Com base nessa fundamentação, descreveram-se e analisaram-se quatro unidades do livro didático, quatro cadernos de alunos e duas provas dos 6º e 9º anos, além de se descrever e analisar quatro entrevistas com as professoras dos 6º, 7º, 8º e 9º anos e as aulas observadas. A partir da análise desse corpus, verificou-se que o professor, ao ter o livro em mãos, não se depara com um conjunto fechado de atividades escolares e tarefas, mas o ressignifica de acordo com as suas apreciações sobre o material e as necessidades dos alunos. Observou-se também que esse instrumento materializa o objeto de saber por meio de textos e tarefas, ao mesmo tempo em que o elementariza, dirigindo a atenção do professor e do aluno para algumas das dimensões do objeto. Percebeu-se ainda que o livro didático analisado e as aulas de Língua Portuguesa passam por processos de sedimentação e continuidade das práticas de ensino (SCHNEUWLY; CORDEIRO; DOLZ, 2005). Além disso, notou-se que tanto nas práticas de ensino das professoras, quanto no livro há a implementação/proposição reduzida do gesto institucionalização (síntese e explicitação dos saberes didatizados e ensinados), sendo este último quase sempre vinculado aos objetos gramaticais, indicando assim que existe uma necessidade de melhor se explorar e se sistematizar os objetos discursivos e textuais Abstract: This thesis is inserted in the area of Applied Linguistics and it seeks to integrate three essential dimensions in order to understand the use of Portuguese Language Textbooks: the teaching objects, the teacher's tools and the professional gesture. It aims to describe, analyze and understand how 6th and 9th grade teachers appropriate the collection of textbooks Tudo é Linguagem adopted between 2008 and 2010 in a secondary school in the city of Belém. In this work, we (1) review the teachers' assessments concerning the textbook adopted, taking into consideration the ideological nature of the utterance, the role of language in the social constitution of the subject (BAKHTIN, 1993 [1934]; 1997 [1953]); (2) investigate which didactic gestures are proposed by the textbook and those implemented by the teachers who participated in the research, having as a reference the reflections about gesture (AEBY-DAGHÉ; DOLZ, 2008, SCHNEUWLY; DOLZ, 2009); and (3) verify to what extent the use of the Portuguese Language Textbook favors the reconfiguration of teaching objects in the classroom (CHEVALLARD, 1991 [1985]; MARTINAND, 1986; 2001). Furthermore, in order to analyze the didactized, taught, and assessed objects, as well as to analyze the didactic gestures implemented during the construction of the teaching object in the classroom, we used the notion of tools/megatools (SCHNEUWLY, 2004 [1994]), the reflections about task (DOLZ et al., 2001), the notions of technological appropriation (BAR; PISANI; WEBER, 2007, CARROL et al., 2003, CARROL, 2004) and the idea of sedimented practices (SCHNEUWLY; CORDEIRO; DOLZ, 2005). As to achieve the proposed objectives, we used the qualitative methodology (LUDKE; ANDRÉ, 1986) through an ethnographic approach (ANDRE, 1995) and we follow the data triangulation principle and the interpretive orientation (MOITA-LOPES, 1994). Based on this methodological and theoretical framework, we described and analyzed four units of the textbook, four notebooks of students and two tests of the 6th and 9th grades, in addition to describing and analyzing four interviews with 6th, 7th, 8th and 9th grade teachers and their classes observed. From the analysis of this corpus we showed that, by having the textbook in their hands, the teachers do not face a closed set of school activities and tasks, but instead they (re)signify them according to their assessment of the material and the needs of students. We also observed that this instrument presents the teaching object through texts and tasks and points the elements of object, directing the attention of the teacher and the student to some of the dimensions of the object. We also realized that the textbook analyzed and the Portuguese language classes undergo processes of sedimentation and continuity of teaching practices (SCHNEUWLY; CORDEIRO; DOLZ, 2005). In addition to that, we noted that there is the use/proposition of the institutionalization gesture (synthesis and explicitness of taught and didactized knowledges) both in the teaching practices and in the textbook, which is almost always related to the grammatical object, indicating thus that it is necessary to better explore and systematize the discursive and textual objects Doutorado Lingua Materna Doutora em Lingüística Aplicada

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Bergmann, Kirsten [Verfasser]. "The production of co-speech iconic gestures: Empirical study and computational simulation with virtual agents / Kirsten Bergmann. Technische Fakultät - Sociable Agents. Center of Excellence - Cognitive Interaction Technology CITEC." Bielefeld : Universitätsbibliothek Bielefeld, Hochschulschriften, 2012. http://d-nb.info/1019159251/34.

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Silva, Fabio Pessoa da. "O agir docente em contexto de EJA: saberes, gestos e práticas do professor-alfabetizador." Universidade Federal da Paraíba, 2015. http://tede.biblioteca.ufpb.br:8080/handle/tede/8446.

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Submitted by Viviane Lima da Cunha (viviane@biblioteca.ufpb.br) on 2016-07-27T13:00:37Z No. of bitstreams: 1 arquivototal.pdf: 2786590 bytes, checksum: 78ef8677e696433a749f7ec4fc68899c (MD5) Made available in DSpace on 2016-07-27T13:00:37Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2786590 bytes, checksum: 78ef8677e696433a749f7ec4fc68899c (MD5) Previous issue date: 2015-12-09 Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES Teaching act, understood as a work, is something that requires an understanding of the multidimensionality constitutive of teaching activity, considered by a sociointeractionist view, which allows to evaluate the individual actions as a reflection of their conceptions/representations built and/or acquired in the social environment. This research focuses on the epistemological approach of the Sociodiscursive Interactionism (SDI) and its main theoretical and methodological contributions, with the assumptions of Bronckart (1999; 2006; 2008); the Work Sciences (the Ergonomy and the Clinic of Activity) , the studies of Clot (2007; 2010); Nouroudine (2002) and Amigues (2004); and Education theories specifically regarding the Didactics, with studies of Tardif (2014); Chevallard (1991; 2013); Aeby-Daghé & Dolz (2008) and Schneuwly (2000). The investigation of this research is focused on the act of the literacy-teacher who works in the Brazil Literacy Programme (Programa Brasil Alfabetizado - PBA). The goal is to understand the teaching practice of literacy-teacher in the context of Youth and Adult Education (Educação de Jovens e Adultos – EJA), considering the relationship between the didactic gestures and teaching knowledge presented in their conceptions and their performances. This aim, based on this relation, is to investigate to what extension an analysis of literacy-teachers’ act in teaching young and old students can reveal their knowledge, specific gestures and practices. In this research, there are two collaborators who work in the PBA at urban schools, in the municipality of Jacaraú-PB. The adopted methodological approach consists of three stages of analysis, including the represented/interpreted work and the performed work. Thus, the collection and provision of data necessarily were carried out through, firstly semi structured interviews to check the teachers’ conceptions and their implied knowledge; secondly, filming three classes of each collaborator to check and categorize didactic gestures mobilized by them. Thirdly, a simple self-confrontation session with both literacy-teachers in order to get their interpretations of the implemented pedagogical act. With all the data, each stage was analyzed separately, using as categories, the thematic content and the linguistic-discursive materialization proposed by the SDI, in Machado and Bronckart (2009), in addition to the founding didactic gestures defined by Aeby-Daghé & Dolz (2008). In the end, there was a triangulation of data, bringing together all realization, in order to get a more accurate view of the investigated object. As conclusions, it was found that there are eight evidenced conceptions in the literary-teachers of the PBA, which are in the base of their specific didactic gestures’ performance. In addition, the interpretations of their own act reveal that the higher is the teaching experience, the higher is the tendency of the educator to shield him/herself and avoid explicitly self-reflections that expose his/her weaknesses and unexpected actions in their pedagogical activity. Therefore, as a result of all the analysis after triangulation, it was found that experiential knowledge derived from practice in the classroom is what permeates and guides the generation, doing and interpretation of these literacy-teachers of young people and adults. This fact confirms the thesis that pedagogical practice of the literacy-teachers of young and adult students in the Literate Brazil Program is permeated by didactic gestures and acquired and (re)focused knowledge, mainly in / by the experience in the classroom. O agir docente, entendido como trabalho, é algo que requer uma compreensão da multidimensionalidade constitutiva da atividade de ensino, vista por uma ótica sociointeracionista, a qual permite avaliar as ações dos indivíduos como sendo reflexo de suas concepções/representações construídas e/ou adquiridas no social. A presente pesquisa centra-se nessa abordagem epistemológica e tem como principais aportes teórico-metodológicos o Interacionismo Sociodiscursivo – ISD, com os pressupostos de Bronckart (1999; 2006; 2008); as Ciências do Trabalho (Ergonomia e Clínica da Atividade), com os estudos de Clot (2007; 2010); de Nouroudine (2002) e de Amigues (2004); e as Teorias da Educação, especificamente, relativas à Didática, com os estudos de Tardif (2014); Chevallard (1991; 2013); Aeby-Daghé & Dolz (2008) e Schneuwly (2000). O objeto de investigação é o agir do professor-alfabetizador de Jovens e Adultos atuante no Programa Brasil Alfabetizado (PBA). O objetivo central é compreender a prática pedagógica dos professores-alfabetizadores em contexto de EJA, considerando a relação entre os gestos didáticos e os saberes docentes presentes em suas concepções e realizações do agir. Tal objetivo resulta da problemática que é investigar em que medida uma análise do agir docente do alfabetizador de jovens e adultos pode revelar saberes, gestos e práticas específicas desse professor. Participam da pesquisa dois professores colaboradores que atuam no PBA, no município de Jacaraú-PB, em escolas da zona urbana. O percurso metodológico adotado é composto de três momentos de análise, incluindo o trabalho representado/interpretado e o trabalho realizado. Assim, a constituição dos dados correspondeu necessariamente a tal percurso, a saber, primeiro, a realização de entrevistas semiestruturadas para verificar as concepções docentes e os saberes nelas implicados; segundo, a filmagem de três aulas de cada colaborador para verificar e categorizar os gestos didáticos por eles mobilizados; e terceiro, uma sessão de autoconfrontação simples com ambos os alfabetizadores a fim de obter as suas interpretações acerca do agir pedagógico implementado. De posse do conjunto dos dados, fez-se a análise de cada etapa, separadamente, utilizando como categorias o nível do conteúdo temático e o da materialização linguístico-discursiva propostos no quadro do ISD, conforme Machado e Bronckart (2009), além dos gestos didáticos fundadores definidos por Aeby-Daghé & Dolz (2008). Ao final, fez-se uma triangulação dos dados, reunindo todas as constatações, com o propósito de obter uma visão mais apurada do objeto investigado. Como conclusões, verificou-se a existência de oito concepções docentes evidenciadas no dizer dos alfabetizadores do PBA, as quais estão na base da realização dos seus gestos didáticos específicos. Além disso, as interpretações do próprio agir feitas pelos respectivos professores revelam que, quanto maior a experiência docente, mais o educador tende a evitar explicitamente autorreflexões que desvelem as fragilidades e os imprevistos do seu agir professoral. Portanto, como desdobramentos de todas as análises, após a triangulação, ficou constatado que os saberes experienciais oriundos da prática em sala de aula são o que perpassa e orienta tanto o conceber, quanto o fazer e o interpretar desses alfabetizadores de pessoas jovens e adultas. Esse fato serviu para confirmar a tese de que a prática pedagógica do alfabetizador de jovens e adultos atuante no Programa Brasil Alfabetizado é permeada por gestos didáticos e saberes docentes adquiridos e (re)orientados, sobretudo, na/pela vivência em sala de aula.

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Tahbaz, Sofia. "Emblem use in parent-child interaction : A longitudinal study." Thesis, Stockholms universitet, Institutionen för lingvistik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-144167.

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This thesis investigates emblem use exploratory in parent-child interaction. Emblems are conventional gestures with a verbal equivalent. The aim of this study was to answer if emblem use facilitates language acquisition. Formulaic gestures – fixed gestures accompanying songs – were examined as a subgesture of emblems. 20 children and their parents’ emblem use were recorded when interacting freely at seven age points: 6, 9, 12, 15, 18, 21 and 24 months. Emblem use was correlated to the children’s productive vocabulary at 30 months. The results showed that parental emblem use at 24 months and child emblem use at 15 months predicted child productive vocabulary at 30 months. T-tests showed how emblem production of children in a lower productive vocabulary group differed from children in a higher productive vocabulary group. A difference between the children of the lower productive vocabulary group and the children of the higher productive vocabulary group emblem use was also found at 15 months, indicating emblem use being important in language acquisition. Formulaic gestures did not correlate to child productive vocabulary. Emblem use developed along with child age and probably inherently with word production. Parents adjust their emblem use to the child’s age and/or possibly language skills, suggesting that child-directed gesturing occurs in parent-child interaction. Den här studien undersöker emblemanvändning explorativt i förälder-barninteraktion. Emblem definieras som konventionella gester med en verbal motsvarighet. Målet i denna studie var att undersöka om emblemanvändning underlättar språktillägnande. Fasta gester – gester tillhörande sånger – undersöktes som en underkategori till emblem. 20 barn och deras föräldrar spelades in när de interagerade fritt vid sju ålderspunkter: 6, 9, 12, 15, 18, 21 och 24 månader vilket också korrelerades med barnets produktiva ordförråd vid 30 månader. Resultaten visade att föräldrars emblemanvändning vid 24 månader och barns emblemanvändning vid 15 månader korrelerade med barnens ordförråd vid 30 månader, vilket indikerar att emblemanvändning vid dessa ålderspunkter förutsäger ordförrådets storlek några månader senare. T-tester visade att emblemproducering hos barn skiljde sig åt mellan gruppen med barn med lägre produktivt ordförråd och gruppen med barn med högre produktivt ordförråd. Vid 15 månader fanns också en signifikant skillnad mellan grupperna vilket indikerar att emblem spelar en viktig roll vid språktillägnandet. Fasta gester visade ingen korrelation med barnets språkutveckling. Barnens emblemproduktion utvecklades med åldern och troligtvis tillsammans med ordproduktion. Föräldrar verkar justera sitt emblemanvändande till barnets ålder och/eller språkkunskaper, vilket indikerar att ett barnriktat gestikulerande finns vid förälder-barn interaktion. Modelling child language acquisition from parent-child interaction (MINT: MAW 2011:007)

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Guengard, Marianne. "Formation des chefs de choeur. Approche descriptive et compréhensive de l'enseignement-apprentissage de la direction de choeur. Un exemple "la levée"." Thesis, Paris 4, 2013. http://www.theses.fr/2013PA040001.

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Cette thèse se veut une contribution à la recherche en éducation musicale en France. Elle est ancrée dans le domaine de l’enseignement spécialisé de la direction de chœur et aborde les pratiques de l’élève et de l’enseignant dans leur interdépendance, à travers l’analyse d’une situation réelle d’enseignement-apprentissage du geste de direction musicale. La recherche traite spécifiquement le travail de l’enseignant et tente de mettre en lumière le rôle de ce dernier dans la construction des savoir-faire liés à un élément technique particulier :« la levée ». Il s’agit de mettre en évidence la manière dont l’enseignant structure le cours, et les aménagements qu’il opère, en termes de « milieu » pour accompagner l’élève vers les connaissances visées This thesis has the purpose investing in the research of musical education in France. It isfocused on specialised teaching for choir conductors and hence studies the practicesundertaken by both the student and the teacher interdependently, by analysing the conductinggestures in a real teaching-learning situation. The research specifically takes an interest in theteacher's work, and seeks to highlight the role of the latter in the building of knowledge linkedto a particular technical element: « the upbeat ». Of particular importance is the way in whichthe teacher structures the lessons, organises the layout, in terms of “the environment” in orderto direct the students towards targeted learning

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Guérif, Noémie. "Le verbe en français langue étrangère : pratiques enseignantes en acte." Thesis, Aix-Marseille, 2019. http://www.theses.fr/2019AIXM0411.

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A la croisée des sciences du langage et de la didactique du français langue étrangère (FLE), cette recherche doctorale s’intéresse à l’enseignement de la grammaire et à la transposition d’une catégorie fondamentale et complexe de la langue française : le verbe. Nous cherchons à décrire et à analyser, de manière écologique et compréhensive, les pratiques grammaticales de l’enseignant de FLE aux prises avec les propriétés morphologiques, syntaxiques, lexicales et énonciatives de la catégorie verbale en français. Le terrain de la recherche est composé de trois enseignantes de FLE exerçant dans un centre de langue universitaire en France. Nous avons recueilli des observations de classe (niveaux A2 et B1.1) incluant l’enseignement de temps verbaux. Outre la mise au jour des trames d’enseignement, les synopsis de classe ont permis le découpage d’extraits significatifs qui révèlent les gestes didactiques des enseignantes et sur lesquels ces dernières ont été invitées à mettre des mots par le biais d’entretiens d’autoconfrontation afin de faire émerger les motifs de l’action didactique et les obstacles rencontrés. Après avoir brossé le portrait du verbe du point de vue de la linguistique, de l’acquisition et de la didactique, nous montrerons que les pratiques grammaticales des enseignantes s’inscrivent dans une tradition écrite du traitement morpho-verbal et que la mise au jour des emplois du temps verbal est au cœur d’une pratique grammaticale à haut risque. Des préconisations pour l’enseignement du verbe en FLE seront finalement formulées At the confluence of language sciences and French as a Foreign Languages (FFL) didactics, this doctoral research focuses on the teaching of grammar and the transposition of a complex but fundamental class of words in French: the verb. We aim at describing and analysing, with a comprehensive and ecological approach, FFL teachers’ grammatical practices struggling with morphological, syntactical, lexical and enunciative characteristics of the verb in French. Our research is based on three FFL teachers working in a university language centre in France. We gathered class observations (levels A2 and B1.1) covering verbal tenses. Beyond the exposition of the teaching framework, the synopsis of the lessons allowed the division of significant extracts which reveal didactic gestures of the teachers and on which they have been invited to put into words through self-confrontation interviews in order to emerge motives of the didactic action and obstacles encountered. After drawing the outline of the verb on a linguistic, acquisitive, and didactic aspects, we will bring to light that the teachers’ grammatical practices come within the scope of a written tradition of morpho-verbal treatment and that the emergence of verbal tenses usage is at the core of a high-risk grammatical practice. Some recommendations for the teaching of the verb in FFL will finally be given

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Jap, Lilian. "Mapping detected periodic dance movements to control tempo in the music playback of Electronic Dance Music." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-251668.

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Engaging in the music set of one’s favorite artist or DJ is oftentimes leading to the result of a powerful and euphoric felt experience, a sensation partly also induced from dancing in beat to the music. In an attempt to simulate a similar dance experience, a user-study was designed in order to investigate when a user is let to dance in rhythm to a music playback and in addition, in control of a music playback tempo through the induced dance movements. A proof-of-concept prototype was built and tested in an initial study, followed by a main study where the prototype had been modified and 12 participants participated. A questionnaire was given containing various question statements to be rated through a Likert-scale regarding their subjective experience. Open-ended questions were also included to collect their own opinions. From the results, an enhanced engagement and enjoyment of the music could be identified when being able to manipulate the tempo. Att engagera sig i ett musikset av ens favoritartist eller DJ leder ofta till resultatet av en kraftfull och euforisk känsloupplevelse, en känsla delvis framkallat av att man dansar i takt med musiken. I ett försök att simulera en liknande dansupplevelse undersöker denna användarstudie när en användare dansar i rytm till musik och dessutom är i kontroll av tempot genom de skapade dansrörelserna. En proof-of-concept prototyp konstruerades och testades i en första studie, följt av en huvudstudie där prototypen hade modifierats och 12 deltagare deltog. Ett frågeformulär gavs med olika frågor som skulle bedömas via en Likert-skala, med avseende på deras subjektiva erfarenhet. Öppna frågor ingick också för att samla deras egna åsikter. Från resultaten kunde ett ökat engagemang och en förhöjd njutning av musiken identifieras när man kunde manipulera tempot.

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26

Masgrau, Juanola Mariona. "Sobre poesia visual: aprenent a llegir davant les línies." Doctoral thesis, Universitat de Girona, 2011. http://hdl.handle.net/10803/96877.

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This research examines the nature of visual poetry and its educational potential in the processes of teaching and learning reading and writing in primary education. The first part looks into the internal and external logic of visual poetry, its cultural, historical and technical characteristics, and a knowledge goal is provisionally defined, which is then analyzed as a teaching and learning goal. It reviews the historicist approaches to visual poetry; it examines the definitions that have been established especially regarding its intermedia nature, and also the most interesting definitions that have been made by visual poets themselves. Following on from this, there is a historical overview of this poetic form, focusing mainly on the Western European tradition and on Catalonia from the twentieth century onwards. The second part of the thesis is the empirical research that justifies, applies and interprets the description and analysis of a didactic sequence of a teacher in a classroom in year two of primary education within the methodological and theoretical framework of contemporary research on specific didactics. Above all, it uses the theoretical foundations of comparative didactics and clinical methodologies. Based on close and participatory observation and an all-encompassing analysis of educational action, some interpretations are compared with the overall framework of knowledge of language and literature didactic. Hence the intrinsic cultural value of visual poetry is claimed as a catalyst to encourage the improvement of the reading and writing skills itself, while this teaching goal also serves as a pretext to consider and purpose new ways of teaching and learning reading and writing, in a richer and more complex way, especially in the field of critical literacy, creativity and intermediality Aquesta investigació es planteja la naturalesa de la poesia visual i el seu potencial didàctic en els processos d’ensenyament-aprenentatge de la lectura i l’escriptura a Educació Primària. La primera part investiga la lògica interna i externa de la poesia visual, els seus trets culturals, històrics i tècnics i es delimita provisionalment un objecte de saber, el qual a continuació s’analitza com a objecte a ensenyar i objecte ensenyat. Es revisen les aproximacions històriques a la poesia visual; s’examinen les definicions que s’han fixat sobretot en el seu caràcter intermedial i també les definicions més interessants que n’han fet els mateixos poetes visuals. A continuació es fa una síntesi històrica d’aquesta forma poètica, centrant-se sobretot en la tradició europea occidental i, a partir del segle xx, a Catalunya. La segona part o recerca empírica justifica, aplica, i interpreta la descripció i anàlisi d'una seqüència didàctica d'una mestra en una aula de cicle inicial d’Educació Primària, dins del marc metodològic i teòric de les investigacions contemporànies en didàctiques específiques, servint-se sobretot dels fonaments teòrics de les didàctiques comparades i les metodologies clíniques. A partir de l'observació atenta i l’anàlisi global de l'acció didàctica, se n’extreuen unes interpretacions que es confronten amb el marc global del saber de les didàctiques de la llengua i la literatura. Així, es reivindica el valor cultural intrínsec de la poesia visual com a revulsiu per fomentar la lectura i l’expressió escrita per se però alhora aquest objecte d’ensenyament serveix de pretext per reflexionar i proposar noves formes d’ensenyar i aprendre la lectura i l’escriptura de forma més rica i complexa, sobretot en l'àmbit de la literacitat crítica, la creativitat i la intermedialitat. Bei dieser Untersuchung wird die Frage über die visuelle Poesie und deren didaktischem Potential bei den Bildungs- und Lernprozessen beim Lesen und Schreiben in der Grundschule aufgeworfen, die diese Fähigkeiten in ihrem gesamten Umfang zu Beginn des 21. Jahrhunderts nach sich ziehen.

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Cohé, Aurélie. "Manipulation de contenu 3D sur des surfaces tactiles." Phd thesis, Université Sciences et Technologies - Bordeaux I, 2012. http://tel.archives-ouvertes.fr/tel-00789111.

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Les surfaces tactiles ayant connu un grand essor ces dernières années, le grand public les utilise quotidiennement pour de multiples tâches, telles que la consultation d'e-mail, la manipulation de photos, etc. En revanche, très peu d'applications 3D existent sur ces dispositifs, alors que de telles applications pourraient avoir un grand potentiel dans des domaines variés, telles que la culture, l'architecture, ou encore l'archéologie. La difficulté majeure pour ce type d'applications est d'interagir avec un espace défini en trois dimensions à partir d'une modalité d'interaction définie en deux dimensions. Les travaux effectués dans cette thèse explorent l'association entre surfaces tactiles et manipulation de contenu 3D pour le grand public. Les premières études ont été réalisées afin de comprendre comment l'utilisateur réagit pour manipuler un objet virtuel 3D avec une surface tactile sans lui imposer de techniques d'interaction particulières. De par les connaissances acquises sur les utilisateurs, les travaux suivants présentent l'élaboration de nouvelles techniques d'interaction ainsi que leur évaluation.

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Vieira, Ana Rita Gonçalves. "The neural basis of intransitive gestures: an fMRI study." Master's thesis, 2018. http://hdl.handle.net/1822/55662.

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Dissertação de mestrado integrado em Psicologia Intransitive gestures are categorized as mental or instrumental, as they are performed close or far from the body. In the present study, we investigated the neural correlates of intransitive gestures processing. In addition, we explored the relationship between cognitive and praxis skills by considering the role of theory of mind and verbal abilities in intransitive mental and instrumental gestures, respectively. Using an event-related fMRI paradigm we assessed the brain activation of 12 healthy participants that were required to perform a gesture recognition task. Participants also performed theory of mind and verbal fluency tasks. The fMRI analysis showed that intransitive mental gestures activated frontal and temporal brain areas, whereas intransitive instrumental gestures activated the frontal, temporal, parietal and insular cortex. Furthermore, we found that when processing intransitive mental gestures, a stronger activation on middle frontal gyrus was associated with better performance on the theory of mind task. In contrast, for intransitive instrumental gestures, a stronger activation of the inferior frontal gyrus was associated with a better performance on the language task. Our findings suggest that the space in which gestures are performed influence the brain activation, but also highlight the role of cognitive abilities in intransitive gestures processing. Os gestos intransitivos são classificados como mentais ou instrumentais, caso sejam realizados perto ou longe do corpo. Neste estudo, foram investigadas as bases neuronais dos gestos intransitivos. Adicionalmente, foi explorada a relação entre competências cognitivas e motoras, considerando o papel da teoria da mente e da linguagem no processamento de gestos intransitivos mentais e instrumentais, respetivamente. Utilizando ressonância magnética funcional, foram avaliados os padrões de ativação cerebral de 12 participantes saudáveis enquanto realizavam uma tarefa de reconhecimento de gestos num paradigma de eventos. Posteriormente, foram administrados testes de avaliação de teoria da mente e linguagem. Os resultados mostraram que gestos mentais ativaram áreas frontais e temporais, enquanto gestos instrumentais ativaram áreas do córtex frontal, temporal, parietal e insular. Também se verificou que melhor desempenho em tarefas de teoria da mente estava associado a maior ativação da circunvolução frontal média, quando os participantes reconheciam gestos mentais. Já, quando os participantes reconheciam gestos instrumentais, verificou-se que melhor desempenho em tarefas de linguagem estava associado a maior ativação da circunvolução frontal inferior. Estes resultados sugerem que o espaço onde os gestos são executados influencia as áreas cerebrais recrutadas no processamento de gestos, e realçam a importância das capacidades cognitivas no seu processamento.

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Mertens, B. "Gestures, verbs and the Motor Cortex: A TMS study." Thesis, 2014. https://eprints.utas.edu.au/18701/1/Whole-Mertens-thesis.pdf.

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Willems and Hagoort (2007) outline a number of links between language and the motor cortex. Previous researchers report the motor cortex is engaged when processing specific linguistic information such as action words, and even manual communication (e.g., gesture). Using behavioural measures, transcranial magnetic stimulation (TMS), and electroencephalographic (EEG) data, the three empirical studies reported examine the role of the motor cortex in processing both action words and gestural information. Study One was inspired by the work of Pulvermüller, Hauk, Nikulin and Ilmoniemi (2005), who reported facilitative effects of single-pulse TMS on reaction time (RT) to action words. Pulvermüller et al. reported that RT to hand-action words decreased when TMS was applied over the hand-area of the left motor cortex at 90% of threshold and at 150 ms after the presentation of the word. The current study was designed to investigate the limits of the reported facilitative effect. Twenty-four participants (TMS: n = 16, control: n = 8) performed a word recognition task while single-pulse TMS or sham-TMS was applied at varying latencies (120 ms, 150 ms, 180 ms, 230 ms, and 290 ms) and intensities (90%, 100%, 110%, and 120%) over the hand area of the left motor cortex. RT was compared between hand-action and non-action words. Contrary to the hypothesis, no latency/intensity combinations elicited faster RT to action words and surprisingly, RT was faster to the non-action words compared to action words when TMS was applied at 150 ms/90%. This indicates that these specific TMS parameters do not necessarily specifically speed processing for action words compared to non-action words, and it was concluded that these findings deviate from previous reports due to methodological differences. Study Two examined the role of the motor cortex in gestural processing using a particular repetitive TMS (rTMS) protocol known as continuous theta-burst stimulation (cTBS) which has been shown to temporarily reduce motor cortex excitability (inhibition). It was anticipated that if the motor cortex is involved in gestural processing, inhibiting motor cortex function would impair processing and increase RT to gestural stimuli. cTBS was administered over the hand-area of the left motor cortex in ten participants. Participants then viewed five test stimuli words that were presented multiple times in different modalities: text, speech, gesture, and speech and gesture combined. Contrary to the hypothesis, no difference in RT between cTBS and control was found for any modality. These findings are interpreted in light of recent reports that motor cortex inhibition may not lead to behavioural change, despite being detectable in physiological excitability measures. Study Three further investigated the role of the motor cortex in gestural processing. In addition to utilising cTBS, this study also examined EEG data, specifically event related potentials (ERP) to assist with overcoming the limitations of behavioural data. The N400 is an ERP component is widely reported to be modulated by the integration of semantically conflicting linguistic information. It was anticipated that if the motor cortex were involved in gestural processing, a cTBS-induced inhibition of the left motor cortex may cause perturbations in the N400 component. EEG data were collected from 10 participants who were presented with congruency-matching and mismatching sentence and speech-gesture stimuli. RT and N400 amplitude and latency (at central and parietal sites) were compared for these stimuli between cTBS and control. Contrary to expectations, cTBS led to greater negativity in N400 amplitude to both stimuli types. No specific impacts on N400 amplitude to speech-gesture stimuli were found, however cTBS did have some effect on N400 latency. These results are interpreted in light of the understanding of the motor cortex as part of a network of brain areas that may be involved in cognitive processing, and the non-focal impacts of cTBS. The findings from this series of studies are discussed with reference to the literature on the role of the motor cortex in language processing, the broader cortical impacts of TMS, and the future of research designed to examine cortical involvement in cognitive processes.

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Pereira, Ana Rita Soares. "Neural basis of pantomime and intransitive gestures: an fMRI study." Master's thesis, 2018. http://hdl.handle.net/1822/55661.

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Dissertação de mestrado integrado em Psicologia Previous neuroimaging studies have found mixed and inconsistent results regarding dissociative brain networks recruited for processing pantomimes and intransitive gestures. We compared brain activation involved in the recognition of pantomime (e.g., “brushing teeth”), intransitive (e.g., “waving goodbye”) and meaningless gestures in 12 healthy subjects by using event-related fMRI. Overall, we found that recognition of pantomimes when compared to meaningless gestures was associated with an increased BOLD-activity of the right middle temporal gyrus, left cuneus and left uvula, and of the left precuneus when compared with intransitive gestures. The brain activations for intransitive gestures when compared to meaningless gestures included the left superior frontal gyrus, the left precentral gyrus, the left middle temporal gyrus, the left supramarginal gyrus and the right insula, and the left medial frontal gyrus when compared with pantomimes. These findings point out that pantomimes recruit brain areas linked to semantic information, giving a meaning and storing the appropriate way of using an object, motor representation of the tool use and attentional orientation, whereas intransitive gestures were associated with activations in areas linked to social cognition. Finally, the meaningless gestures recruit brain-areas linked to motion perception. Estudos anteriores de neuroimagem encontraram resultados inconsistentes relativamente às redes cerebrais recrutadas para o processamento de gestos mímicos e intransitivos. Assim, comparamos as ativações cerebrais envolvidas no reconhecimento de gestos mímicos, gestos intransitivos e gestos sem sentido, usando um evento relacionado de ressonância magnética funcional, em 12 participantes saudáveis. Os resultados mostraram que os gestos mímicos, quando comparados com gestos sem sentido, estão associados a um aumento da atividade BOLD na circunvolução temporal medial direita, cuneus esquerdo e cerebelo, e no precuneus esquerdo quando comparado com os gestos intransitivos. Para os gestos intransitivos, quando comparados com gestos sem sentido, encontramos ativação na circunvolução frontal superior esquerda, na circunvolução precentral esquerda, na circunvolução temporal média esquerda, na circunvolução supramarginal e na insula direita, e na circunvolução frontal medial esquerda quando comparados com os gestos mímicos. Estes resultados sugerem que gestos mímicos recrutam áreas cerebrais ligadas à informação semântica, dar sentido ao objeto e armazenar a forma apropriada da sua utilização, representação motora do uso do objeto e orientação atencional, enquanto gestos intransitivos estão associados a ativações em áreas relacionada com cognição social. Gestos sem sentidos parecem recrutar áreas ligadas à perceção de movimento.

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Moberg, William, and Joachim Pettersson. "Interacting with Hand Gestures in Augmented Reality : A Typing Study." Thesis, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-15112.

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Smartphones are used today to accomplish a variety of different tasks, but it has some issues that might be solved with new technology. Augmented Reality is a developing technology that in the future can be used in our daily lives to solve some of the problems that smartphones have. Before people will adopt the new augmented technology it is important to have an intuitive method to interact with it. Hand gesturing has always been a vital part of human interaction. Using hand gestures to interact with devices has the potential to be a more natural and familiar method than traditional methods, such as keyboards, controllers, and computer mice. The aim of this thesis is to explore whether hand gesture recognition in an Augmented Reality head-mounted display can provide the same interaction possibilities as a smartphone touchscreen. This was done by implementing an application in Unity that mimics an interface of a smartphone, but uses hand gestures as input in AR. The Leap Motion Controller was the device used to perform hand gesture recognition. To test how practical hand gestures are as an interaction method, text typing was chosen as the task to be used to measure this, as it is used in many applications on smartphones. Thus, the results can be better generalized to real world usage.Five different keyboards were designed and tested in a pilot study. A controlled experiment was conducted, in which 12 participants tried two hand gesturing keyboards and a touchscreen keyboard. This was done to compare how hand gestures compare to touchscreen interaction. In the experiment, participants wrote words using the keyboards, while their completion time and accuracy was recorded. After using a keyboard, a questionnaire was completed by the participants to measure the usability. The results consists of an implementation of five different keyboards, and data collected from the experiment. The data gathered from the experiment consists of completion time, accuracy, and usability derived from questionnaire responses. Statistical tests were used to determine statistical significance between the keyboards used in the experiment. The results are presented in graphs and tables. The results show that typing with pinch gestures in augmented reality is a slow and tiresome way of typing and affects the users completion time and accuracy negatively, in relation to using a touchscreen. The lower completion time, and higher usability, of the touchscreen keyboard could be determined with statistical significance. Prediction and auto-completion might help with fatigue as fewer key presses are needed to create a word. The research concludes that hand gestures are reasonable to use as input technique to accomplish certain tasks that a smartphone performs. These include simple tasks such as scrolling through a website or opening an email. However, tasks that involve typing long sentences, e.g. composing an email, is arduous using pinch gestures. When it comes to typing, the authors advice developers to employ a continuous gesture typing approach such as Swype for Android and iOS.

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Hu, Chia-Yu, and 胡家瑜. "The Study of Air Gestures Application in 3D Virtual Tour." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/04008403151955794479.

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碩士 大同大學 工業設計學系(所) 104 Based on the development and perspective of three-dimension gesture, we devoted to design an air gesture, which can be applied in 3D Virtual Tour and make people easily to learn in a short time. The study has conduct two experiments. In first experiment, we widely selected 11 instructions from three-dimension air gesture and 3D software. Participants have to design the gestures of the following 11 instructions, and finish the questionnaire. The result shows that the evaluation with physical button control and air gesture control, which has been design in modern world, air gesture is more difficult to use than the other. In contrast, users are more willing to use air gesture compared with physical button control. In Second experiment, we selected 9 instructions from experiment as main testing items. Afterwards, selected two kind of gestures from participants' design in the first experiment and divided into A and B group to compare. According to the result of experiment and questionnaire, air gesture A has shorter response time and higher score of evaluation. Besides, the acceptability and favorability between different control mode, air gesture is not that obviously higher than physical buttons. The research of functional instruction gesture which applied in three-dimension sightseeing is admissible, and the result can provide the reference of interface design and air gesture design. Furthermore, appropriated air gesture can improve user experience, and increases the demand of air gesture in the future.

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Zhao, Jing. "Using Gestures and Body Movements for Thinking and Learning." Thesis, 2018. https://doi.org/10.7916/D8155VH1.

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Gestures have been found to be helpful to people in many cognitive and daily activities, such as speaking, counting, learning, and problem solving. However, different gestures benefit people to different degrees, and people use gestures in different ways to assist thinking and learning. From an embodied cognition perspective, gesture is seen as a simulated action. Therefore, to further understand the mechanisms of gesture’s effects on thinking will directly help us harness embodied cognition theories to guide teaching and learning. In the literature, it is widely known that gesture not only reflects thinking, but also actively promotes thinking and learning. However, the mechanisms that account for gesture’s effects on cognition remained obscure to us. To better understand how different types of gestures benefit thinking and learning, Study 1 was conducted with 31 participants to investigate how teaching big (n=15) and small gestures (n=16) as a problem solving strategy influenced the actual gesture use and performance. The results suggested that the small gesture might possibly be a more effective gesture, because people who were taught small and used small gestures had the highest accuracy percentage on the primary task. However, using the small gesture did not significantly lower cognitive load compared to using the big gesture. Based on these findings, Study 2 was conducted with 100 adults to further investigate how teaching different types of gestures influenced learners’ gesture use, performance, learning, and cognitive load. In this study, the participants were randomly assigned to three groups, where they were taught to solve a molecular structure problem using small (n=25), big (n=50), or no gestures (n=25). Then they were left in a quiet room to solve 15 molecule questions independently. Their answers and time spent on each question were recorded. A dual-task paradigm was used as an objective measure of cognitive load, and a NASA Questionnaire was used as a subjective measure of cognitive load. At the end, participants were asked to answer some transfer questions. Throughout the study, all participants’ gestures and body movements were recorded by two cameras. The findings from the two studies suggested that teaching different types of gestures had some influence on people’s gesture use, performance, learning, and cognitive load. Specifically, small gestures taught as a problem-solving strategy were adopted more easily and more effectively used than big gestures and body movements. Questions that were answered through small gestures seemed to have a slightly higher accuracy percentage, but were not necessarily related to lowered cognitive load. The study also found that when people were taught gesture as a problem solving strategy and then asked to use it, they took some time at the very beginning to try and practice, and then gradually transitioned to using no gestures. In both studies, their thinking time, gesture time, gesturing density decreased gradually, without sacrificing accuracy. These findings contributed to both embodied cognition theories and gesture literature, and also shed light on instructional design in an educational setting.

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Viana, Johanna Andrea Rodrigues. "The role of social cognition and motor imagery in gesture processing: a patients' study." Master's thesis, 2015. http://hdl.handle.net/1822/38636.

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Dissertação de mestrado integrado em Psicologia Estudos têm reportado casos de pacientes com lesões cerebrais no hemisfério esquerdo (HE) com défices seletivos na produção de gestos mímicos, e de pacientes com lesões cerebrais no hemisfério direito (HD) com défices seletivos nos gestos intransitivos, apontando para uma dupla dissociação entre estes gestos. Adicionalmente, há evidências da importância das cognições sociais e da imagética motora para a produção de gestos intransitivos e mímicos, respetivamente. Este estudo pretendeu investigar o papel das cognições sociais nos gestos intransitivos em pacientes HD e o papel da motora imagética na produção de gestos mímicos em pacientes HE. Desenvolveu-se um protocolo de avaliação na produção de gestos, e oito pacientes vítimas de AVCs foram avaliados na produção de gestos, cognições sociais e motora imagética, em comparação com um grupo controlo (n = 12). Estudos de caso revelaram um paciente HD com défices nas cognições sociais e dificuldades nos gestos intransitivos; um paciente HD com défices na imagética motora e dificuldades na produção dos gestos mímicos; e um paciente HE com défices seletivos na produção de gestos mímicos. Este estudo confirma que gestos intransitivos parecem depender das cognições sociais e da integridade do HD, enquanto os mímicos aparentam ser mais dependentes da imagética motora. The question whether there is a double dissociation between pantomime and intransitive gestures has been raised by studies reporting selective deficits for pantomimes gestures in left brain damage patients (LBD), or a selective deficit on intransitive gestures in right brain damage patients (RBD). Additionally, considering evidence reporting the importance of social cognition and motor imagery for intransitive and pantomimes production, respectively, we aimed to study the role of social cognition in intransitive gestures on RBD patients and of motor imagery in pantomimes production on LBD patients. A protocol to assess these gestures production was developed in this study. Eight stroke patients were assessed regarding gestures’ production, social cognition and motor imagery, in comparison with twelve healthy controls (n = 12). Single cases analysis revealed a RBD patient with deficits in social cognition and difficulties in the intransitive gestures; another RBD patient with deficits in motor imagery and difficulties in the production of pantomime gestures and a LBD patient with selective deficits in pantomime gestures. This study confirms that intransitive gestures seem to depend on social cognition skills and upon the integrity of the right hemisphere, whereas pantomimes seem to be dependent on motor imagery abilities.

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Colton, Michelle. "Typologies of Movement in Western Percussion Performance: A Study of Marimbists' Gestures." Thesis, 2013. http://hdl.handle.net/1807/35796.

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Musicians are on stage not only to be heard but also to be seen. The visual aspects of music are a crucial part of the experience. Whether performers move too much or too little for a particular audience member, their gestures are often noticed. Some audiences may enjoy certain gestures while others may find them distracting. To study this topic in greater detail, I view my research through the lens of marimba performance. The marimba is a large instrument that can involve many movements to produce a sound. The way marimbists move while playing is noticed due to the nature of the instrument. When I interviewed ten professional marimbists in a 2011/2012 study, most participants discussed distracting gestures as a negative part of performance and said that they try to avoid extra gestures unless they relate to the music. The same participants were video recorded performing four excerpts from standard marimba repertoire by Gordon Stout, J.S. Bach, and Keiko Abe. The results of the analysis include: 1) gesture repetition in multiple takes of the same excerpt; 2) movement-areas of the body that I observed most in each participant; 3) a comparison of each participant to the others; and 4) results, patterns, and trends. This research also includes a discussion of literature in visual aspects of music performance, insight to why performers move the way that they do, an explanation of “sound producing” versus “ancillary gestures”, and a detailed discussion of my research study. Although this study will not lead to conclusions that can be applied to all marimbists, it will, however, provide an important contribution to physical gesture research in music performance by presenting patterns and trends from a comparative study of ten professional musicians.

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Lin, Jie-yu, and 林倢伃. "A Study of developing hostel’s interactive advertising strategies by mobile phone gestures." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/03499731541757391431.

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碩士 國立臺灣藝術大學 圖文傳播藝術學系 102 With more and more diversified mobile applications, the marketing skills develop location based and information technology life style gradually. In this study, we design an interactive mobile application for hostel with applying interesting and interactive gestures by combing instant information and location based functions. To research the relationship between mobile gestures and functions, we use observation methods to investigate the normal mobile users on using applications of games, navigation and marketing. Besides, all the examinations ofapplying examples are references for gestures designing. Next, we visit and explore the environment around the hostel to realize their develop concepts and requirements by field research. After that, we provide an application proposal of advertising hostel tour and gesture simulations. Moreover, the sample is based on the main design of coherent slide page gestures. We record the operation process of users by observation methods with the QUIS (Questionnaire for User Interface Satisfaction) and SUS (System Usability Scale). As the results, we find the scores are higher then the middle value, four point, for User Interface Satisfaction on five aspects: whole reactions, interface demonstration, the use ofwords on information, learning ability, performance. The outcome implies that users are high satisfied with the proposal. Further, the picture-based interface can reach up to average totalscore 81.7 in questionnaire of SUS, and we find that gestures perform best under the picture-based interface. In the other hand, the acceptability of shaking gesture of mobile phone, which can back main page, is consistence under five aspects with no refuse situation. In addition, , most of them are curious, interested and with high acceptable on using thegestures according to users’ reflection. Therefore, importing the diversified gestures at the sametime has bonus effect for mobile applications. This paper accomplished the proposal of interactive hostel advertising mobile application with diversifies gestures. Although people are used to pointing by fingers, we suggest the pointing by fingers and gestures should exist at the same time. Furthermore, the design for speed of slide on interface and sway angle can have deeper investigation in the future.

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Hsu, Li-Chen, and 許秝禎. "A Study of Patent Portfolios in Touch Panel Gestures of Apple incorporated." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/36648922288589926842.

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碩士 國立臺灣科技大學 專利研究所 101 In recent years, the touch technology in panel screen has been continued to developed, in which more functions of gestures in multi-touch panels influence in-depth daily life, has become a global industry. Apple Inc. sued HTC patent infringements since many years ago, show that the powerful patents are useful weapons to get higher market shares. In view of previous researches, most studies focus on the technical aspects of the formulation of business strategy, this study will investigate Apple's patent gestures on the touch panel, how to layout, and obtained an overwhelming advantage. In the beginning, to introduce touch gestures for technical, industrial patterns and analyze the present state of development introduced by browsing the industry professionals, including industry reports, papers, and other relevant information. The search strategy will be established and keywords are organized into search query in the United States Patent database. We can get patent maps for macroscopic analysis. And then analyzed by microscopic methods, pick out of the 30 important patents owned by Apple, based on patent name, publication number, application number and separate items and descriptions. The embodiments of all patents are listed and detailed view, followed by an analysis of the scope of its independent claim, whichever compared with its provisional text for ways how they affect subsequent patent scope, and how Apple combine embodiments to expand the scope of claims, resulting in competing companies unavoidable designs. The study shows: (a)The touch gesture technology will continue to develop, whereas Samsung and Microsoft are the main competitors, Taiwanese manufacturers own a good R&D strength but scatter. (b)In the international patent portfolios, Apple file to USPTO as the first office to get an earlier filing date of provisional application, and combine theses in a short term to grant U.S. Patent, the PCT applications are USPTO as receiving Office, and designate EPO as search authority, and then enter national phase in EPO, JP and other countries. (c) Apple’s gestures’ patents covering broad scope, any one of them will be a powerful litigation weapon after granted.

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Mertens, Bradley James. "Beyond semantic association : a TMS study investigating gestures, verbs, and the motor cortex." Thesis, 2009. https://eprints.utas.edu.au/20884/1/whole_MertensBradleyJames2012_thesis.pdf.

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The following is a review that broadly examines literature on the links between language processing and the motor cortex. The review is arranged in four main sections. The first is an exploration of the traditional views of language processing, including both expression and comprehension. The second is an examination of the evolution of language, and how spoken language may be the descendant of manual communication. Within this second section, the review also examines the emerging literature on mirror-neurons and how they are involved in linking language and action. Third is an examination of the literature on manual communication including papers on both gesture and sign language. This section also reviews the studies that examine clinical disorders with symptoms that include deficits in both language and motor function. Last is a review of the literature on the neurocognitive studies that have examined the links between motor cortex and the processing of motor related language. This section includes literature on language studies using transcranial magnetic stimulation over the motor cortex.

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"Enhacing spectral sintesis techniques with performance gestures using the violin as a case study." Universitat Pompeu Fabra, 2009. http://www.tesisenxarxa.net/TDX-1210109-124606/.

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Lin, shu-Ming, and 林淑敏. "Floral Gestures and Character CharmA Study on Employing 〝Floral Gestures〞and 〝Structure of Fonts〞 and 〝lines and geometric 〞 as Themes for the Creative Representations of Images on the Materials for bags." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/74115212316453384331.

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碩士 國立臺灣藝術大學 造形藝術研究所 94 With the changes of the systems in our society in the modern international communities, many countries have joined the line of competition in manufacturing, creating a stronger contest in trade and as a result caused many businesses in Taiwan to leave the country, opt for closing down or even in facing bankruptcy. In this contest, all industries are trying to create a distinguishing feature that defines their product. Since Taiwan is currently facing great pressure from market competitors such as Mainland China, South Korea, Japan and Hong Kong, finding a suitable market for the product during the design processes, becomes an urgent topic that all industries in Taiwan are eager to study at this stage. Handbag business is without exception in need for such study. The establishment of a product image is an urgent matter for all kinds of businesses; and how to create a product image taking into account the existing consumer preferences, thereby finding a new design model, direction and strategy in order to compete with other brands in the international market, is an important measure in this research writing, while establishing a product image is also creating a new aesthetic style which would express the purposes of visual communications design. In this writing, 3 types of subject matters and creative methods will be used to convey images on handbag materials. 1. Design of floral imageries 2. Design of symbolic imageries 3. Design of lines and geometric shapes Apart from plain fabrics, PVC and leather, these 3 types of themes are the most commonly used imageries on handbag materials. The reason for choosing these themes as directions for the creative design is their ability to create strong product image. In order to demonstrate the frequency on the appearances of these themes on handbag materials, a study on the images of a few popular brands in the market is included in this writing. Furthermore, taking into account the fact that the final presentation of the images will be made on leather or fabrics, it will be considered in the design techniques to make use of the following means of presentations: 1. Imagery output 2. Textile 3. Printing And these 3 themes will extend to 3 main topics: 1. Fun in the blooms – forming new floral images suitable for handbags by distorting, overlapping and rotating the original pictures or graphics of flowers or even changing their existing colours. 2. Amongst the words – creating a new form of logo patterns on jacquard fabrics by editing words, or using postmodern techniques to break apart or rearrange the order of the letters or words. 3. Interweaving and overlapping – creating new images by altering the lines and geometric shapes. Put rhythm into them and bring out a variation of unevenness, patches or layers. The 3 main topics could provide a concept for the creative design of handbag materials and could also be used as a reference to the design of handbag imageries. Keywords: Handbag material, Handbag material imageries, Jacquard fabrics, Brand, Logo, Post-Modernism.

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Tai, Li-Chun, and 戴鸝醇. "A Study on the Gestures of Virtual Controllers Based on the Operational of Physical Controllers." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/53973041353298340665.

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碩士 大同大學 工業設計學系(所) 104 This study aimed to collect gesture on used controllers. To do this, two experiments are carried out. Experiment I invited 43 participants to evaluate the SUS scores on four samples, physical interfaces with tidly and untity layouts and virtual interfaces tidly and untity layouts. Experiment II collect gesture tracks of rotary, scaling, translation, and open the door. Participants operated a 3D three cabinet on touch-screen and recorded by camera and screen capture. The finding are summarized below : 1. The operation gestures on physical and virtual interfaces were found to be consistent on the pushing and sliding gestures. 2. The operation gestures on physical and virtual interfaces were found to be different on the rotating and tumbling gestures. 3. Comparing with physical interface, the errors occured were more frequently on virtual interface. 4. The appearance of interface was found not to affect the usability. 5. For the virtual interface, the participants with higher personalisation level tented to give lower SUS scores, complete task time quicker and make less errors. 6. Change lock screen, were confirmed to identify the personalisation level. 7. Change ringtone or not, were found to be insignificant for identify the level. 8. On virtual interface, operating with ”single finger on straight line’’ was found to rotate the 3D product. 9. On virtual interface, operating with ”two fingers together or moving separate’’ was found to scale the 3D product. 10. On virtual interface, operating with ”moving two fingers parallel at same time’’ was found to panning the 3D product. vi 11. On virtual interface, operating with ”single finger on straight line’’ was found to open the the 3D cabinet door.

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Hsiao, Yu-Wei, and 蕭雨薇. "A study and creation of the combination of nail paintings and the meaning of gestures." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/znzgyq.

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碩士 國立臺東大學 美術產業碩士學位在職進修專班 97 This study originates from the author's interest in nail painting art. According to the observation of the prevalent market trends in recent years, we find that most of nail painting arts copy and study the Japanese nail beauty models, regardless of their patterns, forms and styles. Art works of nail painting by Taiwanese lack neither techniques and skills, nor aesthetic virtue, but cultural features representing the country. Nail paintings in Taiwan is still constrained in individual development and has not yet formed industrial features, Taiwan's distinguishing images recognizable to the foreigners at the first sight of it. Compared with the rapid integration of other countries, the development trend in Taiwan makes people worried. In view of that, the author tries to break through today's nail beauty styles and line nail paintings and various gesture meanings together into the creative content of nail paintings. In light of above combined functions, the author tries to establish and design a set of form strategy criteria. After the study issue and purpose are established, the author uses content analysis method to collect a large number of documents to clarify the historic evolution of nail paintings and understand the rise and development of Taiwan's nail beauty industry at all times. In accordance with resources of the relevant researches, the nail painting reference books sold on the market and so on, the author has investigated and made out today’s nail-manicuring technology and nail painting techniques to enrich the individual basic skills in the actual creation. During the nail painting creation, the author tries to establish a set of design rules based on combination functions for nail paintings and gestures. Moreover, the author must use the content analysis method to classify various gestures in order to explore the origin and the meaning of gestures, and then further to arrange and study the elements of the form. After that, the author concentrates the attention on these combination functions and analyzes the form for the establishment and the implementation of the form as well as the content of the creation. In the end of the research, the author tries to test skills and abilities and hopes the design inspiration and nimble thought can offer nail beauty painters and follow-up researchers a reference. For painting technique and picture design, the author believes that researchers can still make an in-depth development and research and sincerely hopes that one day in Taiwan, we will have our own nail beauty culture and characteristics on the whole style features in this field.

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Chain, Yu-Shuan, and 簡鈺軒. "Combining Speech Recognition and Touch Gestures for 3D Object Manipulation：A Case Study of Smart Mobile Devices." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/23847119757315377810.

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碩士 國立臺北教育大學 數位科技設計學系(含玩具與遊戲設計碩士班) 101 Manipulating 3D objects is a challenging task on smart mobile devices with multi-touch screen. This study explores and evaluates how touch input and intuitive speech recognition can be combined in a multimodal interface for 3D object manipulation. In this study, the analysis compares usability data (ease of use, ease of learning, frustration and ease of performed task), and quantitative data (time and number of touch) collected during implementations of multimodal systems and conventional multi-touch interfaces. Researches show that the proposed multimodal system has less operations performed on the touch screen than that of multi-touch interface. For usability testing, users show higher degree of satisfaction in our system.

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Jamalian, Azadeh. "Grouping Gestures Promote Children's Effective Counting Strategies by Adding a Layer of Meaning Through Action." Thesis, 2014. https://doi.org/10.7916/D8416V6X.

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Preschoolers can often rattle off a long sequence of numbers in order, but have problems in reporting the exact number of objects even in a small set, and have trouble in comparing numerical relation of two sets that differ by exactly 1 item. The present study showed that representing and highlighting sets by showing a circular, enclosed diagram around them with or without a grouping gesture helps children to enhance their understanding of cardinality and to improve their overall math competence. Nighty-three preschool students, ages ranging from 3years-10 months to 4 years-9months (M= 51.82 months, SD= 3.56 months), from three public schools in Harlem, New York participated in this study. Children from each school were ranked based on their pre-test score on the Test of Early Mathematics Ability (TEMA-3), and were then assigned randomly to one of the three math comparison groups or the reading control group. Children in diagram-plus-gesture math group, were asked to draw a bubble by making a grouping gesture around each of the two sets on a touch screen device, indicate the number of fish in each bubble, and judge whether there were the same number of fish in each bubble, and in case the number was not the same, indicate which set had more fish. Children in the diagram only condition simply saw bubbles around sets without the need to do a grouping gesture around them. Children in the no diagram- no gesture condition neither saw a bubble nor did a grouping gesture. All participants played on the software for 4 sessions within a two-week time period and the data were examined microgenetically. Results showed that all children in the math comparison groups improved in their math scores during the game-play and improved in their overall math competence from pre- to post-test, unlike the children in the reading control group. More importantly, children who saw the circular diagram (bubbles) around sets with or without the grouping gesture outperformed children who never saw bubbles nor made a grouping gesture in their accuracy, understanding of cardinality, and overall math competence from pre to post. Further, children with lower executive functioning skills benefitted from performing the grouping gesture in addition to seeing the circular diagram. Gestures can have the same form as diagrams, and hence, they may carry information that is redundant with diagrams. Such redundancy reinforces the message by presenting information in two modalities-- a redundancy that may not be necessary for some, but beneficial to others (i.e. children with low executive functioning skills). Finally, over the course of game-play children who did the grouping gesture never counted the two sets together as one set when asked to compare their numerical relation-- a mistake many preschoolers make; children in the other groups made that mistake occasionally. Because gestures are actions and dynamic by nature, they appear to be especially suited for changing actions and promoting early counting skills.

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Segal, Ayelet. "Do Gestural Interfaces Promote Thinking? Embodied Interaction: Congruent Gestures and Direct-Touch Promote Performance in Math." Thesis, 2011. https://doi.org/10.7916/D8DR32GK.

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Can action support cognition? Can direct touch support performance? Embodied interaction involving digital devices is based on the theory of grounded cognition. Embodied interaction with gestural interfaces involves more of our senses than traditional (mouse-based) interfaces, and in particular includes direct touch and physical movement, which are believed to help retain the knowledge that is being acquired. There is growing evidence that spontaneous gestures affect thought and possibly learning. The author was interested to explore whether designed gestures (for gestural interfaces) affect thought. It was hypothesized that the use of congruent gestures helps construct better mental representations and mental operations to solve problems (Gestural Conceptual Mapping). There is also evidence that physical manipulation of objects can benefit cognition and learning; it was therefore also hypothesized that manipulating objects through direct touch on the screen supports performance. These hypotheses were addressed by observing children's performance in arithmetic and numerical estimation. Arithmetic is a discrete task, and should be supported by discrete rather than continuous actions. Estimation is a continuous task, and should be supported by continuous rather than discrete actions. Children used either a gestural interface (multi-touch, e. g., iPad) or a traditional mouse interface. The actions either mapped congruently to the cognition (continuous action for estimation and discrete action for arithmetic), or not. If action supports cognition, children who use continuous actions for estimation or discrete actions for addition should perform better than children for whom the action-cognition mapping is less congruent. In addition, if manipulating the objects by touching them directly on the screen could yield a better performance, children who use a touch interface should perform better than children who use a mouse interface. The results confirmed the predictions.

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Chen, Shaw-Chen, and 陳劭宸. "The Research of Intuitive Gestures for the Computer-Version Based Interface - A Case Study of TV Manipulation." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/gyuag2.

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碩士 國立臺北科技大學 創新設計研究所 100 In 2010, Microsoft released its latest motion game – Kinect. Users could play games directly by bodies while Microsoft marked a new milestone in the Human–computer interaction. Motion interface took the user’s nature behavior (gesture, voice) as an income to interact with the content without needing keyboard or mouse. It needs not learning process either. This study developed the motion interface and setting scenario TV controlling. Also, designed 8 instructions: (1) turn on the power, (2) open the volume control, (3) volume up, (4) volume down, (5) open the channel control, (6) next channel, (7) previous channel, (8) turn off the power. After investigation and evaluation, this research proposed a gesture which corresponded to each instruction. Furthermore, it constructed a framework to evaluate interface by the participants. In the test, the participants without learning process tried the 8 instructs. The results showed the participants accomplished more than 3/4 instructions. The participants with learning process tried the 8 instructs and resulted in accomplishing all the instructions with highly efficiency. The research purpose is developing the intuitive motion interface. The evaluation proved that user can finish all the instructions smoothly and intuitively. This Study presented the motion interface closer the human nature behavior and approached the manipulation without burden.

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Freeman, Ena G. "Phonovibratory Influences from Offset to Onset in Repeated Phonation: A Study of Sung Gestures using High-Speed Digital Imaging." Thesis, 2018. https://doi.org/10.7916/D8F20G4B.

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Анотація:

Phonation onset and offset are important aspects of singing and speech. Their execution requires control of timing and coordination of complex vocal fold kinematics, glottal configuration, laryngeal muscular adjustments, and respiration. The purpose of this study was to examine effects of timing and coordination of vocal fold adductory and abductory movements on vocal fold vibratory behavior from offset to onset in a series of repeated phonation gestures, using high-speed digital imaging. Of particular interest were differences in vocal fold adductory positioning for slower and faster tempi; patterns of oscillation during onset and offset for the different tempi, and effects of onset and offset timing events on subsequent vibratory patterns. Method: 11 subjects, all classically trained, experienced professional singers, were videoendoscopically recorded singing a series of repeated notes at two different tempi, using high-speed digital imaging. Vocal fold adductory positioning was measured in terms of relative glottal width during onset in slower and faster tempi. Vocal fold vibratory behavior was measured in timing of offset and onset “events,” number, spacing, and timing of PPOs and pSSOs. Results: Relative glottal widths were significantly smaller for the faster tempo, supporting a hypothesis that vocal agility requires closer vocal fold approximation before onset. Significant differences were found in offset vs. onset timings and numbers of prephonatory and post-steady-state oscillations, supporting a theory of oscillation hysteresis.

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48

Bingham, Emelyne Marie. "Practicing phonomimetic (conducting-like) gestures facilitates vocal performance of typically developing children and children with autism: an experimental study." Thesis, 2020. https://hdl.handle.net/2144/41837.

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Every music teacher is likely to teach one or more children with autism, given that an average of one in 54 persons in the United States receives a diagnosis of Autism Spectrum Disorder (ASD). ASD persons often show tremendous interest in music, and some even become masterful performers; however, the combination of deficits and abilities associated with ASD can pose unique challenges for music teachers. This experimental study shows that phonomimetic (conducting-like) gestures can be used to teach the expressive qualities of music. Children were asked to watch video recordings of conducting-like gestures and produce vocal sounds to match the gestures. The empirical findings indicate that motor training can strengthen the visual to vocomotor couplings in both populations, suggesting that phonomimetic gesture may be a suitable approach for teaching musical expression in inclusive classrooms.

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Leitão, Roxanne. "Creating Mobile Gesture-based Interaction Design Patterns for Olders Adults: a study of tap and swipe gestures with Portuguese seniors." Dissertação, 2012. http://hdl.handle.net/10216/76076.

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50

Leitão, Roxanne Alves. "Creating mobile gesture-based interaction design patterns for older adults : a study of tap and swipe gestures with portuguese seniors." Master's thesis, 2012. http://hdl.handle.net/10216/68413.

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Дисертації з теми "Didactic gestures and study gestures"

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