Preview

Bubble Cursor Report

Good Essays
Open Document
Open Document
287 Words
Grammar
Grammar
Plagiarism
Plagiarism
Writing
Writing
Score
Score
Bubble Cursor Report
The third experiment followed a 4×4×3 within-subjects design with the following factors: Blocks (4 blocks to test learning effect), Technique (Ray-Casting Selection with visual feedback, Bubble Cursor, Expanding Target, Sticky Ray), Number of Distractors (5, 10, 15). As there were 9 (3×3 grid) different locations for each condition and we had twelve participants, a total of 5184 (4×4×3×9×12) trails were logged. As with the previous experiments, by removing 31 trails (~0.5%) as the outliers, we were left with 5153 trails. For each randomly generated trail, the system would test if the goal target was in front or behind a distractor. The overlapping (or occluded) condition would be marked. As the previous two experiments, we recorded the selection time and errors. …show more content…
We then chose two objects which are closest to the cursor and set the Intersecting Distance (the length of the shortest line connecting the center of the bubble cursor and the second closest object border) and Containment Distance (the length of the longest line connecting the center of the bubble cursor and the closest object border). We set the radius of the bubble cursor to minimum of Containment Distance and Intersecting Distance [26]. When a part of the object is included in the cursor, it would be highlighted and, in such cases, we made sure that there would only be one object being highlighted.
For Expanding Target technique, when the cursor pointed into a certain range surrounding the object, the object would be scaled up to make it bigger (Figure 7b). We implemented Sticky Ray by selecting the closest object to the current position of the

You May Also Find These Documents Helpful

  • Powerful Essays

    Nt1310 Unit 2 Study Guide

    • 1880 Words
    • 8 Pages

    The triple beam balance is a rugged, inexpensive weighing instrument. It is named for the three beams which carry weights.…

    • 1880 Words
    • 8 Pages
    Powerful Essays
  • Good Essays

    I advised him to remain in that position until I told him otherwise, which he advised he understood. I began to check for lack of smooth pursuit when Michael fell out of the starting position to his left. After Michael was back in the starting position, I continued to check for a lack of smooth pursuit. I moved my pen with one smooth pass across his face and observed his eyes were able to track equally. I continued to move the stimulus across his face and observed nystagmus as he followed.…

    • 846 Words
    • 4 Pages
    Good Essays
  • Satisfactory Essays

    Qcf Level 3 Unit 1 M1

    • 300 Words
    • 2 Pages

    Experiment M1 was designed to familiarize us with how to take measurements with motion sensors, inferring graph such as time vs velocity and time vs position, and differentiating random and systematic error in an experiment. During activity 1 we begun by standing in front of motion sensor at a distance of 1.2 meters and varied our distance by 0.6 meters over the course of 25 seconds. This activity presented us with a position vs time graph that we were supposed to replicate to our best ability. For activity 2 we are given a position vs time to replicate and after replication a velocity vs time graph is created below. The graph showed that, though the position raises, evens out, and then returns to initial position; the velocity spiked positively, dropped negatively, and then evened out. During activity 3 we discussed the terms average value, random errors, systematic errors, accuracy, precision, and standard deviation. Using the equations provided in the text, we are able to calculate the average value and the standard deviation using the average value of both trails. After both calculations on each trial we were able to come to the conclusion that, increasing the range of results ultimately increased the standard deviation and random errors. The increase in standard deviation and random error lowered the accuracy of the trial. Theoretically, by closing our eyes in trial two there should have be an increase in standard deviation, random error, and a lower accuracy; in our results however, the second trial had a .000044 lower standard…

    • 300 Words
    • 2 Pages
    Satisfactory Essays
  • Satisfactory Essays

    Bitchess Trippin

    • 2120 Words
    • 9 Pages

    Seminar Teaching Assistants Name Anne Marie Levy Thomas Sasso Jasmine Mahdy Melissa Bell Chris Upton Dan van der Werf Jeff Franson Julia Wreford Course overview Description: The overall theme of this course is the examination of human behaviour and mental processes using a scientific approach. It will survey some of the major areas of the field such as neuroscience, sensation and perception, learning, cognition, motivation, human development, personality, psychopathology, and social psychology. Lectures: Seminars: Tuesdays & Thursdays 16:30-17:20, Rozanski Hall (ROZH) 104 As assigned on your timetable. • You must attend the seminar for which you are registered, unless you made arrangements with your TA to attend another one of his/her seminars. • PSYC*1000*XXXX, where XXXX is your seminar section number Seminar Sections 0464, 0465, 0479, 0480 0461, 0467 0463, 0470 0471, 0478 0466, 0474 0472, 0473 0462, 0468 0469 E-mail a.levy@psy.uoguelph.ca t.sasso@psy.uoguelph.ca j.mahdy@psy.uoguelph.ca mbell01@uoguelph.ca c.upton@psy.uoguelph.ca d.vanderwerf@psy.uoguelph.ca j.franson@psy.uoguelph.ca j.wreford@psy.uoguelph.ca…

    • 2120 Words
    • 9 Pages
    Satisfactory Essays
  • Good Essays

    The purpose of this experiment is to determine the response time for dominant and non-dominant hand for visual stimuli, and using only dominant hand to test auditory and tactile response. Also, to test involuntary the response time for the reflex of the knee from calculating the distance. Based on my group hypothesis, we said that visual stimulus dominant hand had a faster response time than non-dominant hand because the dominant hand is use more often thus repetition creates stronger connection. For only dominant we said that auditory response has the fastest reaction time because the auditory stimuli gets process faster compare to tactile and visual that has to travel longer to reach frontal lobe for response decision. For involuntary response,…

    • 1037 Words
    • 5 Pages
    Good Essays
  • Better Essays

    Stroop Effect

    • 992 Words
    • 4 Pages

    The aim of this study was to assess whether Stroop interference did indeed replicate with modern day students. Undergraduate students sample was obtained consisting of 12 females and 6 males, who are students in experimental psychology class. The independent variable was the condition of the stimuli with 3 levels (low, medium and high interference conditions). The dependable variable was the reaction time for the correct responses to the low, medium and high stimuli and the number of errors per condition. A one-way repeated ANOVA resulted in that there was a difference in reaction times and number of errors as the level of interference increased. ATukey’s HSD test found that there was a significant difference between the low and high interference levels and between the medium and high interference levels, as well. Also, there was no significant difference between the low and medium interference levels. That’s why the students didn’t replicate Stroop’s findings. There was a possibility that the sources of interference, like gender effect, auditory and visual distracters influenced the data.…

    • 992 Words
    • 4 Pages
    Better Essays
  • Powerful Essays

    Minor, T. R., Jackson, R. L., & Maier, S. F. (1984). Effects of task irrelevant…

    • 9050 Words
    • 37 Pages
    Powerful Essays
  • Good Essays

    Firstly, Baddeley and Hitch did a ‘Dual Task’ experiment whereby they asked participants to follow a dot on the wall with a light pointer. Simultaneously they were asked to carry out two other tasks: to describe the angles on the letter ‘F’ and to carry out a simple verbal task. While they found the latter task very easy, they found the angle description task difficult. Baddeley and Hitch concluded that this was because the brain could not carry out tasks which occupied the same component (e.g the light pointer and angle description) due to the limited capacity. However, the brain could cope when the tasks involved separate components (e.g. the light pointer involving the VSSP and verbal task involving the…

    • 819 Words
    • 4 Pages
    Good Essays
  • Powerful Essays

    Miller Shettleworth

    • 21276 Words
    • 86 Pages

    K. Cheng (1986) suggested that learning the geometry of enclosing surfaces takes place in a geometric module blind to other spatial information. Failures to find blocking or overshadowing of geometry learning by features near a goal seem consistent with this view. The authors present an operant model in which learning spatial features competes with geometry learning, as in the Rescorla–Wagner model. Relative total associative strength of cues at a location determines choice of that location and thus the frequencies of reward paired with each cue. The model shows how competitive learning of local features and geometry can appear to result in potentiation, blocking, or independence, depending on enclosure shape and kind of features. The model reproduces numerous findings from dry arenas and water mazes. Keywords: spatial learning, geometric module, Rescorla–Wagner model, associative learning, water maze…

    • 21276 Words
    • 86 Pages
    Powerful Essays
  • Satisfactory Essays

    They were read the lists and then given an interference task for 20 seconds for the STM and 20 minutes for the LTM. This task was to prevent any rehearsal. Participants were then asked to recall the list.…

    • 287 Words
    • 2 Pages
    Satisfactory Essays
  • Good Essays

    The experiment tries to show that people can not only create images but also mentally transform them. They present the subjects with two 3D line-drawing of random block shapes. The subjects are asked to decide if the two images are the same object by pressing two different keys on the keyboard. In some cases the two images are the same object with one rotated by some degree. In other cases the two images are mirror images that are similar but not identical. The mirror images are also rotated sometimes. The dependent variable is the reaction time. The independent variables are stimuli that have the same shapes vs. stimuli that have different shapes, and the degree of rotation. The control conditions are the multiple trials and the selection of only correct responses. The hypothesis is that if the reaction time is affected by the degree of rotation of the images, subjects perform the task by mental rotation of the drawings because it takes time to rotate the mental images just like real images. The result shows that the reaction time is indeed affected by the degree of rotation; therefore, it demonstrates the hypothesis that people can mentally rotate images. It takes more time for subjects to react when the degrees of rotation increase. There are some methodology problems in this experiment design. First, the block-shape 3D images are hard to identify even one at a time for some people and the test only takes correct answer into consideration. The repetition of the tests may cause fatigue to some subjects and the correct answers can be generated by random clicking of images. Second, the block-shape objects are not something that we can encounter in the real life so the subjects may have to take extra effort to analyze the images. Finally, the correct answer can be derived by ways other than mental rotation. For example, you can simply just find a starting point of the block-shape images and ‘walk through’ the images to see if the two images have the same ‘route’…

    • 447 Words
    • 2 Pages
    Good Essays
  • Good Essays

    On arrival, participants and the two observers entered the room and had the participant sit down in front of a desk. Participants received instructions orally and were asked if they had any questions before we continued with the experiment. The instructions listed each participant to name the shape of each item and avoid reading the word within the shape. Participants were asked to begin at the top left corner of the page and move left-to-right, row by row. In congruent shape trials, each shape matched the word within the shape. In incongruent shape trials, the shapes did not match the word within the shape. They were asked to repeat this task six times. Additionally, to control order effects, we counterbalanced the experiment by alternating trials for each condition. The condition that was tested first was the congruent trial, followed by the incongruent trial and it kept alternating in this manner. It was asked that participants should not hold the paper but were allowed to point at the paper on the table with their fingers. If participants felt stuck, they were instructed they may “skip” and move to the next shape. When the participant finished each task, the observer was to record the seconds it took for participant to finish naming the shapes. For each of the fifty-eight participants, their three congruent and three incongruent scores were to be averaged…

    • 584 Words
    • 3 Pages
    Good Essays
  • Good Essays

    Cognitive Psy

    • 311 Words
    • 2 Pages

    For the conjunctive searches, the rate of increase should be faster for target-absent searches than for target-present searches. The pattern of results for the conjunctive searches is consistent with the idea that attentional focus is moved around from shape to shape. Each focus on a shape takes time to judge whether it is the target or not. This explains why search time increases with the number of distractor shapes. If the target is found, the search stops. On the other hand, if the target is not present, you must search all the shapes. This explains why the target-absent trials take longer than the target-present trials.…

    • 311 Words
    • 2 Pages
    Good Essays
  • Good Essays

    What differences did you note in your ability to judge the shape, distance, speed, and direction of the objects with which you were working, in each of your three attempts?…

    • 677 Words
    • 3 Pages
    Good Essays
  • Good Essays

    Thorndike's Experiment on cat in the puzzle is widely known and often quoted in psychology of learning. The experimental set up was very simple. A hungry cat was confined in a puzzle box and outside the box a dish of food was kept. The cat, in the box had to pull a string to come out of the box. The cat in the box made several random movement of jumping, dashing and running to get out of the box. The cat atlast succeeded in pulling the string. The door of the puzzle box opened, the cat came out and ate the food. He promtly put the cat to next trial. The cat again gave a lot of frantic behaviour but it soon succeeded in pulling the string. It repeated for several time, Thorndike noticed as the repetition increases the error also reduced i.e., Thorndike's cat showed slow, gradual and continous improvement in performance over successive trials. He concluded that learning of cat in the puzzle box can be explained in term of formation of direct connectionism between stimulus and response.…

    • 937 Words
    • 4 Pages
    Good Essays