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School of Interactive Computing Technical Report Series

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    Planar similarity-motion interpolating three keyframes: Comparative assessment of prior and novel solutions
    (Georgia Institute of Technology, 2021) Rossignac, Jarek ; Vinacua, Àlvar
    We compare 8 solutions for defining the planar motion of an oriented edge that interpolates 3 keyframes. One contribution is the discovery of several novel solutions, one of which produces what we call a locally-perseverant motion, for which the acceleration of a moving point remains constant in the local (moving) frame. The other contribution is to demonstrate that: (a) many interesting solutions exist, (b) the mathematical and perceived differences between the animations they produce are significant, and (c) these differences may matter for designers and applications. To allow motions that rotate by more than 2π, we represent the 3 keyframes and the moving edge by arrows, each storing the starting-point p of the edge, its length m, and its winding (arbitrary angle) w. Hence, an arrow defines an integer winding-count k (with |w − 2kπ| ≤ π) and a similarity transformation that combines dilation by m, rotation by w − 2kπ, and translation from the origin to p. Our chosen PITA (Planar Interpolation of Three Arrows) solutions are formulated using compositions of linear, polar, or log-spiral interpolations, or using ODEs or logarithms of matrices. We compare these solutions in terms of 11 mathematical properties and also in terms of subjective attributes that may be important for designers. We illustrate differences between our 8 chosen PITAs in 6 use-cases: Keyframe-animation, Variable-width stroke design, Banner deformation, Pattern animation, Motion prediction, and Curve design.
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    A virtual coach for question asking and enabling learning by reflection in startup engineering
    (Georgia Institute of Technology, 2020-12) Goel, Ashok K. ; Hong, Sung Jae ; Kuthalam, Mukundan ; Arcalgud, Arup ; Gulati, Siddharth ; Howe, James ; Karnati, Nikhita ; Mardis, Aaron ; Ro, Jae ; McGreggor, Keith
    The Socratic method of teaching engages learners in extended conversations and encourages learning through answering questions, making arguments, and reflecting on the evolving conversation. This method can be a powerful instrument of learning by reflection, especially in domains in which the right answers to open questions are not known in advance such as entrepreneurship. In this paper, we describe an initial experiment in developing AI technology for simulating the Socratic method of teaching in learning about entrepreneurship. When a would-be entrepreneurs creates a business model on the Business Model Canvas (BMC), the AI agent named Errol uses semantic and lexical analysis of the entries on the BMC to ask questions of the students. By attempting to categorize and correct the errors that novices typically make, Errol seeks to accelerate the process by which a novice can start creating more expert-like business models
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    CvLabs: A Container Based Interactive Virtual Lab for IT Education
    (Georgia Institute of Technology, 2020-04) Chen, Geng
    With the ongoing trend of digital transformation, the need for more well-trained IT professionals is keep raising, as well as the need for quality IT education. Experiential learning is a key component for learners to practice problem solving and develop skills in many IT courses. Virtual lab is an effective solution to meet the increasing demand on experiential learning environment. However, delivering and managing satisfying virtual labs are technically and economically challenging for instructors, lab designers and educational institutions. This paper presents the design and implementation for CvLabs, a container based interactive virtual lab system. The system can provide learners with ready-to-use virtual learning environments. It also enables learners to share lab sessions to improve collaboration, which is missing in many implementations of virtual lab. CvLabs is built with industrial standard open source container technologies. Container provides a foundation for the delivery of consistent virtual lab environments and improves learning experience. It also simplifies the creation of reusable lab contents, which can significantly reduce the workload of lab instructors and lab designers. The introduction of container ensures CvLabs can be deployed on various infrastructures and scaled to support a large number of learners. By leveraging cloud infrastructure, CvLabs can lower the cost of delivering and managing virtual labs for educators and educational institutions. CvLabs was deployed for a test run with a small group of test users. The system received positive feedback on the learning experience improvement. The preliminary results from this work shows containers is a promising technology for experiential learning in IT education.
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    Tools for Measuring and Understanding the Proximity of Users to Their Smartphones
    (Georgia Institute of Technology, 2020-03) Park, Jung Wook ; Evans, Hayley I. ; Watson, Hue L. ; Abowd, Gregory D. ; Arriaga, Rosa I.
    Two studies in ubiquitous computing examined the proximity of users to their smartphones in 2006 and in 2011. Both studies have used a passive data collection tool and the day reconstruction method. Additionally, Dey at al. adopted an online survey to validate their findings with a larger population sample. In 2019, we attempted to revisit this research topic due to the high adoption rate of smartphone and smart- watch. In our replication study, we developed a new passive data collection tool and a novel survey technique, proximity-based ecological momentary assessments. We also adopted the day reconstruction method and online survey utilized in the previous studies. This technical report presents the details of the research tools and techniques used in our study. This technical report is a supplementary material to the published article, "Growing Apart: How SmartDevices Impact the Proximity of Users to Their Smartphones", in IEEE Pervasive Computing.