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Tangible User Interface for Sanitation Education in Rural India : Design and Preliminary Observations
The impact of social media on communities is an ongoing topic of research. This quantitative study specifically investigates how elected women representatives (EWRs) are using social media for participatory development communication. The study employs a questionnaire to collect data from 200 EWRs and utilizes various statistical tests, including descriptive statistics, convergent validity and composite reliability analysis, structural equation modeling, and correlation analysis. The results suggest that social media can positively influence social participation, with the sense of platform and social equity having a significant impact. However, safety and security, as well as social interaction, do not show a positive impact on social participation. Additionally, social participation positively impacts social satisfaction. These findings have important implications for organizations interested in promoting participatory development communication among EWRs using social media platforms.
Keywords: social media; elected women representatives; participatory development communication; social participation; social satisfaction
Basic sanitation facilities are inaccessible to 40 percent of the world’s population). The call to address the Sixth Sustainable Development Goal of “Ensuring availability and sustainable management of water and sanitation for all” has never been so imperative, particularly in a nation such as India where open defecation is most rampant. Girls and women in rural India are disproportionately affected by limited access to adequate sanitation. Despite countless attempts to counteract the practice of open defecation in India, the kind of attitudinal and behavioral change necessary to end open defecation on a large and sustainable scale have yet to bring about widespread toilet use. The limited extent to which sanitation projects have achieved social inclusivity among marginalized communities is recognized as a contributing to poor sanitation.
Recently, combining Information and Communication Technologies (ICT) with Technical Vocational Education and Training (TVET) for a low literate population is gaining interest, as this can lead to more effective socio-economic development. This strategy can more easily provide employment and bring community wide change because of the improved quality and relevance of education materialQuery. Although TVET providers are present throughout India that uses some ICT, challenges remain for prospective students including illiteracy, language, resource limits and gender boundaries. Providing TVET that is accessible to low-literate people in rural village communities requires a shift in the design of ICT so that it is universally useable, even for communities like tribal India that has a largely oral culture. In this article, we detail the design and development of an ICT driven TVET model for a mostly illiterate audience in rural India and measure its efficacy. Through our ethnographic and usability study with 60 low-literate oral and novice village users, we present the issues faced and the solutions we incorporated into our new model. The results show that users performed better in the vocational course units with the solutions incorporated.
Tangible Landscape is a tangible interface for geographic information systems (GIS). It interactively couples physical and digital models of a landscape so that users can intuitively explore, model, and analyze geospatial data in a col-laborative environment. Conceptually Tangible Landscape lets users hold a GIS in their hands so that they can feel the shape of the topography, naturally sculpt new landforms, and interact with simulations like water flow. Since it only affords a bird's-eye view of the landscape, we coupled it with an immersive virtual environment so that users can virtually walk around the modeled landscape and visualize it at a human-scale. Now as users shape topography, draw trees, define viewpoints, or route a walkthrough, they can see the results on the projection-augmented model, rendered on a display, or rendered on a head-mounted display. In this paper we present the Tangible Landscape Immersive Extension , describe its physical setup and software architecture, and demonstrate its features with a case study.
This article presents a comparison of the effects of input-output location (co-located versus discrete) on user performance in a tangible user interface (TUI) system. We conducted a mobile eye-tracking study with two different versions of a TUI system and, despite similar performances in both conditions, our findings revealed differences in the users gaze patterns, shading new light on the underlying cognitive processes.
Students working cooperatively in carefully-structured small groups can maximize their own and each other's learning.
We present steps toward a conceptual framework for tangible user interfaces. We introduce the MCRpd interaction model for tangible interfaces, which relates the role of physical and digital representations, physical control, and underlying digital models. This model serves as a foundation for identifying and discussing several key characteristics of tangible user interfaces. We identify a number of systems exhibiting these characteristics, and situate these within 12 application domains. Finally, we discuss tangible interfaces in the context of related research themes, both within and outside of the human-computer interaction domain.
We present Haathi Mera Saathi (My Elephant Friend), a game concept which serves as a tool for teaching programming and computational thinking to underprivileged children in rural India. It provides a metaphor and gameplay for embodied and tangible games, and creates a soft early ramp up into the conceptual and digital space of learning to code. We discuss the urgency of digital inclusion for Indian rural children, with reference to technology as an amplifier which they need to learn to direct. We contrast the grounded, embodied style of Haathi Mera Saathi with the current crop of mini-languages and coding games, with particular emphasis on the need for physicality and tangibility in the very early stages of learning to code. We further discuss our experience conducting workshops for students from the tribal and rural belts of India, where we see HMS as an effective approach for taking them from a state of having no background in computers or computing, to a state where they create interactive applications in a Java based environment. Recommendations are given for researchers interested in working with rural village children.
Tangible user interfaces (TUIs) have been the focus of much attention in the HCI and learning communities because of their many potential benefits for learning. However, there have recently been debates about whether TUIs can actually increase learning outcomes and if so, under which conditions. In this article, we investigate the effect of object representation (physical vs. virtual) on learning in the domain of spatial skills. We ran a comparative study with 46 participants to measure the effects of the object representation on the ability to establish a link between 2D and 3D representations of an object. The participants were split into two conditions: in the first one, the 3D representation of the object was virtual; in the second one, it was tangible. Findings show that in both conditions the TUI led to a significant improvement of the spatial skills. The learning outcomes were not different between the two conditions, but the performance during the activities was significantly higher when using the tangible representation as opposed to the virtual one, and even more so in for difficult cases.
3D tangibles facilitate joint visual attention in dyads
- B Schneider
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Geek heresy: Rescuing social change from the cult of technology
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Participatory Game Design for Life Skills in Rural India: A Multisite Case Study
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Chilitags 2: Robust Fiducial Markers for Augmented Reality and Robotics
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