Thomas Pietrzak

Thomas Pietrzak, Andrew Crossan, Stephen A. Brewster et al.

We propose a new technique to help users to explore geometric shapes without vision. This technique is based on a guidance using directional cues with a pin array. This is an alternative to the usual technique that consists of raising the pins corresponding to dark pixels around the cursor. In this paper we compare the exploration of geometric shapes with our new technique in unimanual and bimanual conditions. The users made fewer errors in unimanual condition than in bimanual condition. However they did not explore the shapes more quickly and there was no difference in confidence in their answer.

Sylvain Malacria, Thomas Pietrzak, Aurélien Tabard et al.

We present U-Note, an augmented teaching and learning system leveraging the advantages of paper while letting teachers and pupils benefit from the richness that digital media can bring to a lecture. U-Note provides automatic linking between the notes of the pupils' notebooks and various events that occurred during the class (such as opening digital documents, changing slides, writing text on an interactive whiteboard...). Pupils can thus explore their notes in conjunction with the digital documents that were presented by the teacher during the lesson. Additionally, they can also listen to what the teacher was saying when a given note was written. Finally, they can add their own comments and documents to their notebooks to extend their lecture notes. We interviewed teachers and deployed questionnaires to identify both teachers and pupils' habits: most of the teachers use (or would like to use) digital documents in their lectures but have problems in sharing these resources with their pupils. The results of this study also show that paper remains the primary medium used for knowledge keeping, sharing and editing by the pupils. Based on these observations, we designed U-Note, which is built on three modules. U-Teach captures the context of the class: audio recordings, the whiteboard contents, together with the web pages, videos and slideshows displayed during the lesson. U-Study binds pupils' paper notes (taken with an Anoto digital pen) with the data coming from U-Teach and lets pupils access the class materials at home, through their notebooks. U-Move lets pupils browse lecture materials on their smartphone when they are not in front of a computer.

Thomas Pietrzak, Andrew Crossan, Brewster A. Stephen et al.

Spatial information can be difficult to present to a visually impaired computer user. In this paper we examine a new kind of tactile cueing for non-visual interaction as a potential solution, building on earlier work on vibrotactile Tactons. However, unlike vibrotactile Tactons, we use a pin array to stimulate the finger tip. Here, we describe how to design static and dynamic Tactons by defining their basic components. We then present user tests examining how easy it is to distinguish between different forms of pin array Tactons demonstrating accurate Tacton sets to represent directions. These experiments demonstrate usable patterns for static, wave and blinking pin array Tacton sets for guiding a user in one of eight directions. A study is then described that shows the benefits of structuring Tactons to convey information through multiple parameters of the signal. By using multiple independent parameters for a Tacton, this study demonstrates participants perceive more information through a single Tacton. Two applications using these Tactons are then presented: a maze exploration application and an electric circuit exploration application designed for use by and tested with visually impaired users.