• Journal of the HCI Society of Korea
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• v.1 no.2
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• pp.1-8
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• 2006

This paper presents a development of new haptic API (Application Programming Interface) that is called K-$Touch^{TM}$ haptic API. It is designed in order to allow users to interact with objects by kinesthetic and tactile modalities through haptic interfaces. The K-$Touch^{TM}$ API would serve two different types of users: high level programmers who need an easy to use haptic API for creating haptic applications and researchers in the haptic filed who need to experiment or develop with new devices and new algorithms while not wanting to re-write all the required code from scratch. Since the graphic hardware based kinesthetic rendering algorithm implemented in the K-$Touch^{TM}$ API is different from any other conventional kinesthetic algorithms, this API can provide users with haptic interaction for various data representations such as 2D, 2.5D depth(height field), 3D polygon, and volume data. In addition, this API supports kinesthetic and tactile interaction simultaneously in order to allow users with realistic haptic interaction. With a wide range of applicative characteristics, therefore, it is expected that the proposed K-$Touch^{TM}$ haptic API will assists to have deeper recognition of the environments, and enhance a sense of immersion in environments. Moreover, it will be useful development toolkit to investigate new devices and algorithms in the haptic research field.

• Broadcasting and Media Magazine
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• v.11 no.4
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• pp.118-131
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• 2006

With rapid development in ultra fast communication and digital multimedia, the realistic broadcasting technology, that can stimulate five human senses beyond the conventional audio-visual service is emerging as a new generation broadcasting technology. In this paper, we introduce a haptic broadcasting system and related core system and component techniques by which we can 'touch and feel' objects in an audio-visual scene. The system is composed of haptic media acquisition and creation, contents authoring, in the haptic broadcasting, the haptic media can be 3-D geometry, dynamic properties, haptic surface properties, movement, tactile information to enable active touch and manipulation and passive movement following and tactile effects. In the proposed system, active haptic exploration and manipulation of a 3-D mesh, active haptic exploration of depth video, passive kinesthetic interaction, and passive tactile interaction can be provided as potential haptic interaction scenarios and a home shopping, a movie with tactile effects, and conducting education scenarios are produced to show the feasibility of the proposed system.

• Education of Primary School Mathematics
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• v.10 no.1 s.19
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• pp.1-13
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• 2007

For the last 30 years many researches were conducted to supply a lot of information on brain that were worth using in teaching and learning. They have showed that students received information through multi-path, and used familiar learning sense to present the received informations. However, nowadays only visual materials are mainly used in mathematics classroom. The purpose of this research is aimed to investigate implications of which learning senses are dominated to learn mathematics. Learning sense were catagorized to visual, auditory, and kinesthetic sense according to Politano & Paquin's classification. We surveyed student's learning senses using questionares. Subjects were composed of 141 elementary students, 117 middle school students, 145 high school students,, and 99 college students. T-test were used to investigate whether there are differences in student's learning senses according to grade levels or not.

• Physical Therapy Korea
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• v.7 no.2
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• pp.35-54
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• 2000

The purposes of this study were to assess variation of body sway prior to and after submaximal treadmill exercise; to determine the time course of the effects of a fatiguing performed on a treadmill on body sway; and to compare position sense prior to and after exercise in order to assess any variance in proprioception caused by submaximal treadmill exercise. The subjects were twenty-four healthy men in their twenties. They stood barefoot on the Kinesthetic Ability Training Balance Platform to measure body sway. Control trials were performed with eyes alternately open and closed. In the eyes open condition, they were asked to look at a target placed at eye level 1 m in front them. A total of 10 trials, each lasting 20 seconds, were performed. After this series of trials, position sense was measured. Subjects then exercised on the treadmill until 85% of each person's maximal heart rate was reached. The first series of postural sway measurements began immediately after this exercise. The second identical series of postural sway trials was performed at approximately 10 minutes after exercise. The third series was performed approximately 20 minutes after exercise. This allowed approximately 5 minutes of rest between each experimental series. Position sense was measured at approximately 15 and 25 minutes after exercise. The results were as follows: 1) There was a significant increase in body sway after submaximal treadmill exercise compared to pre-exercise values under both visual conditions (p<.05). 2) After submaximal treadmill exercise, under the eyes open condition, the mean value of body sway was significantly increased after both the first and second series (p<.05). Under the eyes closed condition, the mean value of body sway increased significantly after the first series but decreased significantly after the third series (p<.05). 3) Position sense, measured repeatedly after submaximal treadmill exercise, did not change significantly with respect to pre-exercise values (p>.05). These results suggest that fatigue induced by submaximal treadmill exercise produced an increase in body sway in young healthy subjects with or without visual input, but the increase appeared to be lasting less than 15 minutes. No significant change in position sense suggested that proprioception was unaffected by submaximal treadmill exercise-induced fatigue.

• The Journal of the Korea Contents Association
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• v.11 no.3
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• pp.505-517
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• 2011

The haptic sense is one of the five human senses that deeply affects cognitive development and everyday lives of children and adults. Recently, researchers and developers have started active discussions and research on haptic technologies. The purpose of this paper is to explain the role of haptics in learning, review studies that have attempted to use haptic technologies to teach students, and discuss how these technologies can be applied in special education context. National and international databases were searched and analyzed using meta-analysis methods. The few studies that have been completed so far are heavily focused on math and science learning. However, haptic technology has great potentials for children with disabilities who can benefit from extra assistance from these devices in wide areas of curriculum including math, science, music, art, history, and so on.