The emergence of commercial virtual reality devices has reinvigorated the need for research in realistic audio for virtual environments. Realistic virtual audio is often realized through the use of head-related transfer functions (HRTFs) that are costly to measure and individualistic to each listener, thus making their use unscalable. Subjective selection allows a listener to pick their own HRTF from a database of premeasured HRTFs. While this is a more scalable option further research is needed to examine listeners’ consistency in choosing their own HRTFs. The present study extends the current subjective selection research by quantifying the reliability of subjectively selected HRTFs by 12 participants over time in a non-eliminating perceptual discrimination task.
The goal of this paper is to bridge the gap between existing frameworks for the design of culturally relevant educational technology. Models and guidelines that provide potential frameworks for designing culturally authentic learning environment are explained and transposed into one comprehensive design framework, understanding that integrating culture into the design of educational technology promotes learning and a more authentic user experience. This framework establishes principles that promote a holistic approach to design.
Interface designers have been studying how to construct graphical user interfaces (GUIs) for a number of years, however adults are often the main focus of these studies. Children constitute a unique user group, making it necessary to design software specifically for them. For this study, several interface design frameworks were combined to synthesize a framework for designing educational software for children. Two types of learning, relationships and categories, are the focus of the present study because of their importance in early-child learning as well as standardized testing. For this study the educational game Melo’s World was created as an experimental platform. The experiments assessed the performance differences found when including or excluding subsets of interface design features, specifically aesthetic and behavioral features. Software that contains aesthetic, but lack behavioral features, was found to have the greatest positive impact on a child’s learning of thematic relationships.