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Permanent URI for this collectionhttps://hdl.handle.net/20.500.14288/3

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    Exploring projection based mixed reality with tangibles for nonsymbolic preschool math education
    (Assoc Computing Machinery, 2019) N/A; N/A; Department of Psychology; Department of Media and Visual Arts; Department of Electrical and Electronics Engineering; Salman, Elif; Beşevli, Ceylan; Göksun, Tilbe; Özcan, Oğuzhan; Ürey, Hakan; Master Student; Researcher; Faculty Member; Faculty Member; Faculty Member; Department of Psychology; Department of Media and Visual Arts; Department of Electrical and Electronics Engineering; Graduate School of Sciences and Engineering; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Engineering; N/A; N/A; 47278; 12532; 8579
    A child's early math development can stem from interactions with the physical world. Accordingly, current tangible interaction studies focus on preschool children's formal (symbolic) mathematics, i.e. number knowledge. However, recent developmental studies stress the importance of nonsymbolic number representation in math learning, i.e. understanding quantity relations without counting(more/less). To our knowledge, there are no tangible systems based on this math concept. We developed an initial tangible based mixed-reality(MR) setup with a small tabletop projector and depth camera. Our goal was observing children's interaction with the setup to guide our further design process towards developing nonsymbolic math trainings. In this paper we present our observations from sessions with four 3-to-5 year old children and discuss their meaning for future work. Initial clues show that our MR setup leads to exploratory and mindful interactions, which might be generalizable to other tangible MR systems for child education and could inspire interaction design studies.
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    Wireless telephone, materiality, and making of the national auditory in Turkey
    (Sage, 2023) Department of Media and Visual Arts; Ünal, Nazlı Özkan; Faculty Member; Department of Media and Visual Arts; College of Social Sciences and Humanities; 309365
    This paper focuses on the radio’s novelty years in 1920s Turkey to examine how the functions of wireless technology as a material artifact are negotiated in ways that fashion a national auditory. Most studies on radio’s history prioritize sound, eliding people’s tinkering with the wireless as a technical object. Based on archival research and oral history interviews, I suggest that early radio as a material object required as much of its listeners’ attention as did the broadcast content. In young Turkey’s war-torn economy, the only affordable way to listen to radio was learning how to assemble a receiver. Few owners of manufactured radios also learnt how to fix frequent problems. To form a passive national auditory, the state monitored the cultivation of these technical skills by banning transmitter-construction while encouraging assembling/fixing receivers. In addition to the body’s visceral/affective capacities, then, nation-states also discipline technical skills while forming a national auditory.