Publications without Fulltext

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

Browse

Filters

Advanced Search

Filter by

Settings

Department: search.filters.department.Department of PsychologySubject: search.filters.subject.Computer science

Search Results

Now showing 1 - 10 of 23
  • Placeholder
    PublicationMetadata only
    Learning deep temporal representations for fMRI brain decoding
    (Springer International Publishing Ag, 2015) Firat, Orhan; Aksan, Emre; Fatos T. Yarman; Department of Psychology; Öztekin, İlke; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; N/A
    Functional magnetic resonance imaging (fMRI) produces low number of samples in high dimensional vector spaces which is hardly adequate for brain decoding tasks. In this study, we propose a combination of autoencoding and temporal convolutional neural network architecture which aims to reduce the feature dimensionality along with improved classification performance. The proposed network learns temporal representations of voxel intensities at each layer of the network by leveraging unlabeled fMRI data with regularized autoencoders. Learned temporal representations capture the temporal regularities of the fMRI data and are observed to be an expressive bank of activation patterns. Then a temporal convolutional neural network with spatial pooling layers reduces the dimensionality of the learned representations. By employing the proposed method, raw input fMRI data is mapped to a low-dimensional feature space where the final classification is conducted. In addition, a simple decorrelated representation approach is proposed for tuning the model hyper-parameters. The proposed method is tested on a ten class recognition memory experiment with nine subjects. Results support the efficiency and potential of the proposed model, compared to the baseline multi-voxel pattern analysis techniques.
  • Placeholder
    PublicationMetadata only
    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.
  • Placeholder
    PublicationMetadata only
    Through the glance mug: a familiar artefact to support opportunistic search in meetings
    (Assoc Computing Machinery, 2018) N/A; Department of Psychology; Department of Electrical and Electronics Engineering; N/A; N/A; N/A; Department of Psychology; Department of Media and Visual Arts; Börütecene, Ahmet; Bostan, İdil; Akyürek, Ekin; Sabuncuoğlu, Alpay; Temuzkuşu, İlker; Genç, Çağlar; Göksun, Tilbe; Özcan, Oğuzhan; PhD Student; Undergraduate Student; Undergraduate Student; PhD Student; Researcher; PhD Student; Faculty Member; Faculty Member; Department of Electrical and Electronics Engineering; Department of Psychology; Department of Media and Visual Arts; KU Arçelik Research Center for Creative Industries (KUAR) / KU Arçelik Yaratıcı Endüstriler Uygulama ve Araştırma Merkezi (KUAR); KU Arçelik Research Center for Creative Industries (KUAR) / KU Arçelik Yaratıcı Endüstriler Uygulama ve Araştırma Merkezi (KUAR); N/A; N/A; KU Arçelik Research Center for Creative Industries (KUAR) / KU Arçelik Yaratıcı Endüstriler Uygulama ve Araştırma Merkezi (KUAR); KU Arçelik Research Center for Creative Industries (KUAR) / KU Arçelik Yaratıcı Endüstriler Uygulama ve Araştırma Merkezi (KUAR); N/A; KU Arçelik Research Center for Creative Industries (KUAR) / KU Arçelik Yaratıcı Endüstriler Uygulama ve Araştırma Merkezi (KUAR); Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Engineering; Graduate School of Sciences and Engineering; N/A; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; N/A; N/A; N/A; N/A; N/A; N/A; 47278; 12532
    During collocated meetings, the spontaneous need for information, called opportunistic search, might arise while conversing. However, using smartphones to look up information might be disruptive, disrespectful or even embarrassing in social contexts. We propose an alternative instrument for this practice: Glance Mug, A touch-sensitive mug prototype that listens to the conversation and displays browsable content-driven results on its inner screen. We organized 15 pairs of one-to-one meetings between students to gather user reflections. the user study revealed that the mug has the potential for supporting instant search and affords sufficient subtlety to conceal user actions. Yet, it provoked some anxiety for the users in maintaining eye contact with their partners. Our main contributions are the context-aware mug concept tested in a real-life setting and the analysis through Hornecker and Buur's Tangible interaction Framework that discusses its design space, and its impact on the users and social interaction.
  • Placeholder
    PublicationMetadata only
    Sensation: Measuring the effects of a human-to-human social touch based controller on the player experience
    (Assoc Computing Machinery, 2016) N/A; Department of Electrical and Electronics Engineering; Department of Electrical and Electronics Engineering; Department of Electrical and Electronics Engineering; Department of Mechanical Engineering; Department of Computer Engineering; Department of Psychology; N/A; Department of Psychology; Department of Media and Visual Arts; Canat, Mert; Tezcan, Mustafa Ozan; Yurdakul, Celalettin; Tiza, Eran; Sefercik, Buğra Can; Bostan, İdil; Buruk, Oğuz Turan; Göksun, Tilbe; Özcan, Oğuzhan; Undergraduate Student; Undergraduate Student; Undergraduate Student; Undergraduate Student; Undergraduate Student; Undergraduate Student; PhD Student; Faculty Member; Faculty Member; Department of Electrical and Electronics Engineering; Department of Mechanical Engineering; Department of Computer Engineering; Department of Psychology; Department of Media and Visual Arts; KU Arçelik Research Center for Creative Industries (KUAR) / KU Arçelik Yaratıcı Endüstriler Uygulama ve Araştırma Merkezi (KUAR); College of Engineering; College of Engineering; College of Engineering; College of Engineering; College of Engineering; College of Social Sciences and Humanities; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; N/A; N/A; N/A; N/A; N/A; N/A; N/A; 47278; 12532
    We observe an increasing interest on usage of full-body interaction in games. However, human-to-human social touch interaction has not been implemented as a sophisticated gaming apparatus. To address this, we designed the Sensation, a device for detecting touch patterns between players, and introduce the game, Shape Destroy, which is a collaborative game designed to be played with social touch. To understand if usage of social touch has a meaningful contribution to the overall player experience in collaborative games we conducted a user study with 30 participants. Participants played the same game using i) the Sensation and ii) a gamepad, and completed a set of questionnaires aimed at measuring the immersion levels. As a result, the collected data and our observations indicated an increase in general, shared, ludic and affective involvement with significant differences. Thus, human-to-human touch can be considered a promising control method for collaborative physical games.
  • Placeholder
    PublicationMetadata only
    Large scale functional connectivity for brain decoding
    (Acta Press, 2014) Firat, Orhan; Onal, Itir; Aksan, Emre; Velioglu, Burak; Yarman Vural, Fatos T.; Department of Psychology; Öztekin, İlke; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; N/A
    Functional Magnetic Resonance Imaging (fMRI) data consists of time series for each voxel recorded during a cognitive task. In order to extract useful information from this noisy and redundant data, techniques are proposed to select the voxels that are relevant to the underlying cognitive task. We propose a simple and efficient algorithm for decoding the brain states by modelling the correlation patterns between the voxel time series. For each stimulus during the experiment, a separate functional connectivity matrix is computed in voxel level. The elements in connectivity matrices are then filtered out by making use of a minimum spanning tree formed using a global connectivity matrix for the entire experiment in order to reduce dimensionality. For a recognition memory experiment with nine subjects, functional connectivity matrices are computed for encoding and retrieval phases. The class labels of the retrieval samples are predicted within a k-nearest neighbour space constructed by the traversed entries in the functional connectivity matrices for encoding samples. The proposed method is also adapted to large scale functional connectivity tasks by making use of graphics boards. Classification performance in ten categories is comparable and even better compared to both classical and enhanced methods of multi-voxel pattern analysis techniques.
  • Placeholder
    PublicationMetadata only
    Code notes: designing a low-cost tangible coding tool for/with children
    (Association for Computing Machinery (ACM), 2018) N/A; Department of Psychology; N/A; Department of Psychology; Sabuncuoğlu, Alpay; Erkaya, Merve; Buruk, Oğuz Turan; Göksun, Tilbe; PhD Student; Undergraduate Student; PhD Student; Faculty Member; Department of Psychology; KU Arçelik Research Center for Creative Industries (KUAR) / KU Arçelik Yaratıcı Endüstriler Uygulama ve Araştırma Merkezi (KUAR); Graduate School of Sciences and Engineering; College of Social Sciences and Humanities; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; N/A; N/A; N/A; 47278
    Programming has become an essential subject for today's education curriculum and as a result, the importance of creating the right environments to teach is increasing. For such environments, featuring tangible tools enhances creativity and collaboration. However, due to their high prices, current tangible tools are not reachable by most of the students. We developed Code Notes as a low-cost, attainable and tangible tool aimed to motivate children to support programming education. Code Notes is comprised of an Android app and code-cardboards to teach the basic concepts in programming. We continue to develop the platform with insights gained from children. This paper shares the design phases of Code Notes and observations from our two-month programming project. We also presented some future concepts of Code Notes that offer an active and embodied interaction with the teaching material.
  • Placeholder
    PublicationMetadata only
    Developing transmedia puzzle play to facilitate spatial skills of preschoolers
    (Assoc Computing Machinery, 2016) N/A; Department of Media and Visual Arts; Department of Media and Visual Arts; Department of Psychology; Baykal, Gökçe Elif; Alaca, Ilgım Veryeri; Yantaç, Asım Evren; Göksun, Tilbe; Researcher; Faculty Member; Faculty Member; Faculty Member; Department of Media and Visual Arts; Department of Psychology; KU Arçelik Research Center for Creative Industries (KUAR) / KU Arçelik Yaratıcı Endüstriler Uygulama ve Araştırma Merkezi (KUAR); Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; 328406; 50569; 52621; 47278
    This proposed project aims to develop a research-driven interactive product that facilitates spatial skills of preschoolers. Here, we present the preliminary qualitative results of a user study with the paper prototype of Fungram, merging physical tangram pieces on the screen within a narrative context. A pilot study was conducted with eight children between the ages of 25 and 48 months, who were presented tangible tangram pieces along with two sets of papers with and without narrative context. Our preliminary qualitative data indicates that narrative context helps children's coherence of abstract figures and triggers rotation of geometric tangram pieces. This study provide insights about children's user needs and action strategies within the proposed use scenario with graspable puzzle pieces related to screen interaction at this age range. We suggest that transmedia play expand opportunities for children to employ their spatial skills in different settings.
  • Placeholder
    PublicationMetadata only
    Who can benefit from robots? Effects of individual differences in robot-assisted language learning
    (Ieee, 2018) N/A; Department of Psychology; N/A; Department of Psychology; Department of Psychology; N/A; Department of Psychology; Department of Psychology; Kanero, Junko; Franko, İdil; Oranç, Cansu; Uluşahin, Orhun; Koşkulu, Sümeyye; Adıgüzel, Zeynep; Küntay, Aylin C.; Göksun, Tilbe; Researcher; Master Student; Researcher; Undergraduate Student; Master Student; Master Student; Faculty Member; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; N/A; N/A; N/A; N/A; N/A; N/A; 178879; 47278
    It has been suggested that some individuals may benefit more from social robots than do others. Using second language (L2) as an example, the present study examined how individual differences in attitudes toward robots and personality traits may be related to learning outcomes. Preliminary results with 24 Turkish-speaking adults suggest that negative attitudes toward robots, more specifically thoughts and anxiety about the negative social impact that robots may have on the society, predicted how well adults learned L2 words from a social robot. The possible implications of the findings as well as future directions are also discussed.
  • Placeholder
    PublicationMetadata only
    Informing design decisions for advice mediating handheld devices by studying coffee cup reading
    (Assoc Computing Machinery, 2016) N/A; Department of Psychology; Department of Psychology; Department of Media and Visual Arts; Börütecene, Ahmet; Bostan, İdil; Göksun, Tilbe; Özcan, Oğuzhan; PhD Student; Undergraduate Student; Faculty Member; Faculty Member; Department of Psychology; Department of Media and Visual Arts; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; N/A; N/A; 47278; 12532
    Several studies have been made on advice encounters supported by tabletop displays, yet the potential of handheld devices in enhancing advice interaction still remains open to research. As an attempt to fill this gap in the literature, we chose Turkish coffee fortune-telling, as it is a centuries-old practice of giving advice that is based on the use of a cup and saucer. We organized sessions with 34 fortune-tellers and analyzed their verbal and non-verbal interaction during advice instances. Our analysis resulted in 7 preliminary design considerations: single-hand interaction, beat gestures to augment advice messages, body as a reference point, different ways of sharing information, manipulating objects to soften advice messages, multiple advisor profiles and regulating gaze interaction. To see how these considerations would be employed in practice, we organized a participatory design workshop which yielded 6 handheld device concepts that proposed stimulating mechanisms for advice interaction.
  • Placeholder
    PublicationMetadata only
    Customizing developmentally situated design (DSD) cards: informing designers about preschoolers' spatial learning
    (Assoc Computing Machinery, 2018) N/A; Department of Psychology; Department of Media and Visual Arts; Baykal, Gökçe Elif; Göksun, Tilbe; Yantaç, Asım Evren; Researcher; Faculty Member; Faculty Member; Department of Psychology; Department of Media and Visual Arts; KU Arçelik Research Center for Creative Industries (KUAR) / KU Arçelik Yaratıcı Endüstriler Uygulama ve Araştırma Merkezi (KUAR); Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; 328406; 47278; 52621
    To date, developmental needs and abilities of children under 4 years old have been insufficiently taken into account at the early stages of technology design. Bekker and Antle [6] created developmentally situated design (DSD) cards as a design tool to inform children's technology designers about children's development starting from 5 years of age. In this paper, we describe how we customized DSD cards for a specific developmental skill (i.e., spatial learning) of children between 2- and 4-year-olds for tangible interaction design. The cards were evaluated after a user study in which 19 participants from different backgrounds used the cards in three design workshops. Our analysis of observational notes and online survey identify and discuss how specific card features support or limit use by our participants. We draw on our findings to set forth design considerations and possible refinements that make age specific knowledge about very young children's spatial learning to inform technologies based on tangible interaction.