Research in Engineering Education Symposium 2011 - rees2009

Universidad Politécnica de Madrid (UPM) Página 595 de 957
Low cost 3D Gesture based interface use for engineering lecturing
Juan Besada
besada@grpss.ssr.upm.es
Universidad Politécnica de Madrid, Madrid
Spain
Ana Bernardos
abernardos@grpss.ssr.upm.es
Universidad Politécnica de Madrid, Madrid
Spain
Javier Portillo
javierp@grpss.ssr.upm.es
Universidad Politécnica de Madrid, Madrid
Spain
Abstract: This paper set sup the basis to build experiment lectures using low cost
sensors to track lecturer gestures for several types of typical engineering
lectures, and to design a user-based study to collect the feedback from students
and teachers about the use of such technologies in undergraduate engineering
courses, in order to draw some initial conclusions on the acceptability of this
kind of interactions in the classroom
Introduction
According to Eskicioglu and Kopec (2003) the key elements in an ideal multimediaenabled
classroom are networked computers, storage devices, printers, scanners, LCD
projectors, electronic whiteboard, and digital cameras and camcorders. The use of
multimedia-enabled classrooms is specially tailored for some kind of lectures or teaching
and learning experiences, although it is not appropriate for some others. In this paper we
will focus on the design and use of new hardware to support engineering lecturing, with
its special constraints related to mathematical/logical complexity of the exposition, need
to link real (physical) and abstract (models) objects and constructive/practical approach,
needing to make the student not only capable of understanding concepts but also of
actively using described theory and procedures to build effective solutions to engineering
problems.
The two main practical approximations to give engineering lectures with complex
mathematical content are the use of chalk blackboards and standard digital presentation
tools (“Powerpoint® presentations”). Both methods are clearly focused on the
presentation of theoretical information, covering the need for formal presentation of
mathematical and logical concepts, but they are not so good at the presentation of links
between reality and models, and on the definition of procedures to use the theoretical
information (but in reduced applications addressed in laboratories/problem solving
sessions). Near future use of virtual reality (with virtual objects) and other technologies in
the classroom may change the approach in this kind of lecture, enabling for a more
Proceedings of Research in Engineering Education Symposium 2011
Madrid, 4 th - 7 th October 2011