Design and implementation of a 3D computer game controller using inertial MEMS sensors

Though 3D computer graphics has seen tremendous advancement in the past two decades, most available mechanisms for computer interaction in 3D are high cost and targeted for industry and virtual reality applications. Recent advances in Micro-Electro-Mechanical-System (MEMS) devices have brought forth a variety of new low-cost, low-power, miniature sensors with high accuracy, which are well suited for hand-held devices. In this work a novel design for a 3D computer game controller using inertial sensors is proposed, and a prototype device based on this design is implemented. The design incorporates MEMS accelerometers and gyroscopes from Analog Devices to measure the three components of the acceleration and angular velocity. From these sensor readings, the position and orientation of the hand-held compartment can be calculated using numerical methods. The implemented prototype is utilizes a USB 2.0 compliant interface for power and communication with the host system. A Microchip dsPIC microcontroller is used in the design. This microcontroller integrates the analog to digital converters, the program memory flash, as well as the core processor, on a single integrated circuit. A PC running Microsoft Windows operating system is used as the host machine. Prototype firmware for the microcontroller is developed and tested to establish the communication between the design and the host, and perform the data acquisition and initial filtering of the sensor data. A PC front-end application with a graphical interface is developed to communicate with the device, and allow real-time visualization of the acquired data.

Understanding "Just Enough" Computer Users: Motivation Style and Proficiency

Among daily computer users who are proficient, some are flexible at accomplishing unfamiliar tasks on their own and others have difficulty. Software designers and evaluators involved with Human Computer Interaction (HCI) should account for any group of proficient daily users that are shown to stumble over unfamiliar tasks. We define "Just Enough" (JE) users as proficient daily computer users with predominantly extrinsic motivation style who know just enough to get what they want or need from the computer. We hypothesize that JE users have difficulty with unfamiliar computer tasks and skill transfer, whereas intrinsically motivated daily users accomplish unfamiliar tasks readily. Intrinsic motivation can be characterized by interest, enjoyment, and choice and extrinsic motivation is externally regulated. In our study we identified users by motivation style and then did ethnographic observations. Our results confirm that JE users do have difficulty accomplishing unfamiliar tasks on their own but had fewer problems with near skill transfer. In contrast, intrinsically motivated users had no trouble with unfamiliar tasks nor with near skill transfer. This supports our assertion that JE users know enough to get routine tasks done and can transfer that knowledge, but become unproductive when faced with unfamiliar tasks. This study combines quantitative and qualitative methods. We identified 66 daily users by motivation style using an inventory adapted from Deci and Ryan (Ryan and Deci 2000) and from Guay, Vallerand, and Blanchard (Guay et al. 2000). We used qualitative ethnographic methods with a think aloud protocol to observe nine extrinsic users and seven intrinsic users. Observation sessions had three customized phases where the researcher directed the participant to: 1) confirm the participant's proficiency; 2) test the participant accomplishing unfamiliar tasks; and 3) test transfer of existing skills to unfamiliar software.

An Experience-Driven Pedagogy for the Instruction of Software Testing in Computer Science

In the realm of computer programming, the experience of writing a program is used to reinforce concepts and evaluate ability. This research uses three case studies to evaluate the introduction of testing through Kolb's Experiential Learning Model (ELM). We then analyze the impact of those testing experiences to determine methods for improving future courses. The first testing experience that students encounter are unit test reports in their early courses. This course demonstrates that automating and improving feedback can provide more ELM iterations. The JUnit Generation (JUG) tool also provided a positive experience for the instructor by reducing the overall workload. Later, undergraduate and graduate students have the opportunity to work together in a multi-role Human-Computer Interaction (HCI) course. The interactions use usability analysis techniques with graduate students as usability experts and undergraduate students as design engineers. Students get experience testing the user experience of their product prototypes using methods varying from heuristic analysis to user testing. From this course, we learned the importance of the instructors role in the ELM. As more roles were added to the HCI course, a desire arose to provide more complete, quality assured software. This inspired the addition of unit testing experiences to the course. However, we learned that significant preparations must be made to apply the ELM when students are resistant. The research presented through these courses was driven by the recognition of a need for testing in a Computer Science curriculum. Our understanding of the ELM suggests the need for student experience when being introduced to testing concepts. We learned that experiential learning, when appropriately implemented, can provide benefits to the Computer Science classroom. When examined together, these course-based research projects provided insight into building strong testing practices into a curriculum.