Enactive interfaces: Difference between revisions

Revision as of 15:02, 14 May 2014

Revision as of 18:20, 16 May 2014

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==Enactive knowledge==

Enactive knowledge is information gained through perception–action interaction in the environment. In many aspects the Enactiveenactive knowledge is more natural than the other forms both in terms of the learning process and in the way it is applied in the world. Such knowledge is inherently [[multimodal interaction|multimodal]] because it requires the co-ordination of the various senses. Two key characteristics of enactive knowledge are that it is ''experential'': it relates to doing and depends on the user's experience, and it is ''cultural'': the way of doing is itself dependent upon social aspects, attitudes, values, practices, and legacy.<ref name=Bordegoni/>

Enactive interfaces are related to a fundamental interaction concept whichthat often is not exploited by most of the existing [[Human–computer interaction|human-computer interface]] technologies. As stated by cognitive psychologist [[Jerome Bruner]], the traditional interaction with the information mediated by a computer is mostly based on symbolic or iconic knowledge, and not on enactive knowledge.<ref name=Slee/> While in the symbolic way of learning knowledge is stored as words, mathematical symbols or other symbol systems, in the iconic stage knowledge is stored in the form of visual images, such as diagrams and illustrations that can accompany verbal information. On the other hand, enactive knowledge is a form of knowledge based on the active useparticipation, ofknowing theby handdoing, forby apprehensionliving tasksrather than thinking.<ref name=Slee2/>

:"Any ___domain of knowledge (or any problem within that ___domain of knowledge) can be represented in three ways: by a set of actions appropriate for achieving a certain result (enactive representation); by a set of summary images or graphics that stand for a concept without defining it fully (iconic representation); and by a set of symbolic or logical propositions drawn from a symbolic system that is governed by rules or laws for forming and transforming propositions (symbolic representation)"<ref name=Bruner/>

==Multimodal interfaces==

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==References==

{{reflist|refs=

<ref name=Bordegoni>

{{cite book |title=Emotional Engineering: Service Development |editor=Shuichi Fukuda, ed |url=http://books.google.com/books?id=ow-UFDj15rUC&pg=PA76 |page=76 |chapter=§4.4.2: PDP [Product Development Process] scenario based on user-centered design |author=Monica Bordegoni |isbn=9781849964234 |publisher=Springer |year=2010}}

</ref>

<ref name=Bruner>

{{cite book |title=Toward a Theory of Instruction |author=Jerome Seymour Bruner |url=http://h.uib.no/examplewiki/en/images/5/5a/Bruner_1966_Theory_of_Instruction.pdf |isbn=9780674897014 |publisher=Harvard University Press |year=1966 |page=44}}. Quoted in {{cite book |title=Fundamental Constructs in Mathematics Education |author=J Bruner |editor=John Mason, Sue Johnston-Wilder, eds |url=http://books.google.com/books?id=EA3LtKYTa7YC&pg=PA260 |page=260 |chapter=Chapter 10: Sustaining mathematical activity |year=2004 |publisher=Taylor & Francis |isbn= 0415326982 |edition=Paperback}}

</ref>

<ref name=Fukuda>

{{cite book |title=Emotional Engineering: Service Development |chapter=§4.5.2 Design tools based upon enactive interfaces |url=http://books.google.com/books?id=ow-UFDj15rUC&pg=PA78 |pages=78 ''ff'' |isbn=9781849964234 |year=2010 |publisher=Springer |author=Monica Bordegoni |editor=Shuichi Fukuda, ed}}

</ref>

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<ref name=PERCRO>

{{cite web |title=Research on haptic interfaces and virtual environments |url=http://www.percro.org/node/24 |publisher=PERCRO Perceptual Robotics Laboratory |accessdate=April 30, 2014}}

</ref>

<ref name=Slee>

Bruner's list of six characteristics of iconic knowledge is found in {{cite book |chapter=Iconic representation |title=Child, Adolescent and Family Development |author=Phillip T. Slee, Marilyn Campbell, Barbara Spears |url=http://books.google.com/books?id=iLd7XILh7QkC&pg=PA176 |page=176 |isbn=9781107402164 |year=2012 |publisher=Cambridge University Press}}

</ref>

<ref name=Slee2>

{{cite book |chapter=Enactive representation |title=Child, Adolescent and Family Development |author=Phillip T. Slee, Marilyn Campbell, Barbara Spears |url=http://books.google.com/books?id=iLd7XILh7QkC&pg=PA176 |page=176 |isbn=9781107402164 |year=2012 |publisher=Cambridge University Press}}

</ref>