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Lundin Palmerius, KarljohanORCID iD iconorcid.org/0000-0003-2429-0842
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Publications (10 of 47) Show all publications
Schönborn, K., Höst, G., Lundin Palmerius, K. & Flint, J. (2016). Development of an interactive immersion environment for engendering understanding about nanotechnology: concept, construction, and implementation. In: M. Khosrow-Pour (Ed.), Web Design and Development: Concepts, Methodologies, Tools, and Applications: (pp. 519-536). Hershey, PA: IGI Global
Open this publication in new window or tab >>Development of an interactive immersion environment for engendering understanding about nanotechnology: concept, construction, and implementation
2016 (English)In: Web Design and Development: Concepts, Methodologies, Tools, and Applications / [ed] M. Khosrow-Pour, Hershey, PA: IGI Global, 2016, p. 519-536Chapter in book (Refereed)
Abstract [en]

The advent of nanoscientific applications in modern life is swiftly in progress. Nanoscale innovation comes with the pressing need to provide citizens and learners with scientific knowledge for judging the societal impact of nanotechnology. In rising to the challenge, this paper reports the developmental phase of a research agenda concerned with building and investigating a virtual environment for communicating nano-ideas. Methods involved elucidating core nano-principles through two purposefully contrasting nano “risk” and “benefit” scenarios for incorporation into an immersive system. The authors implemented the resulting 3D virtual architecture through an exploration of citizens' and school students' interaction with the virtual nanoworld. Findings suggest that users' interactive experiences of conducting the two tasks based on gestural interaction with the system serve as a cognitive gateway for engendering nano-related understanding underpinning perceived hopes and fears and as a stimulating pedagogical basis from which to teach complex science concepts.

Place, publisher, year, edition, pages
Hershey, PA: IGI Global, 2016
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-139466 (URN)10.4018/978-1-4666-8619-9.ch024 (DOI)2-s2.0-84958936302 (Scopus ID)9781466686199 (ISBN)1466686197 (ISBN)9781466686205 (ISBN)
Funder
Swedish Research Council, Dnr 2011–5569 (2011-37694-88055-31)
Available from: 2017-07-26 Created: 2017-07-26 Last updated: 2018-03-28Bibliographically approved
Schönborn, K., Höst, G. & Lundin Palmerius, K. (2016). Interactive Visualization for Learning and Teaching Nanoscience and Nanotechnology. In: Kurt Winkelmann, Bharat Bhushan (Ed.), Global Perspectives of Nanoscience and Engineering Education, Part II: (pp. 195-222). Basel: Springer
Open this publication in new window or tab >>Interactive Visualization for Learning and Teaching Nanoscience and Nanotechnology
2016 (English)In: Global Perspectives of Nanoscience and Engineering Education, Part II / [ed] Kurt Winkelmann, Bharat Bhushan, Basel: Springer, 2016, p. 195-222Chapter in book (Refereed)
Abstract [en]

Nano education involves tackling the difficult task of conceptualizing imperceptibly small objects and processes. Interactive visualization serves as one potential solution for providing access to the nanoworld through active exploration of nanoscale concepts and principles. This chapter exposes and describes a selection of interactive visualizations in the literature, and reviews research findings related to their educational, perceptual and cognitive influence. In closing, we offer implications of interactive visualization for learning and teaching nano.

Place, publisher, year, edition, pages
Basel: Springer, 2016
Series
Science Policy Reports, ISSN 2213-1965
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-130561 (URN)10.1007/978-3-319-31833-2_7 (DOI)9783319318325 (ISBN)9783319318332 (ISBN)
Funder
Swedish Research Council, 2011–5569
Available from: 2016-08-16 Created: 2016-08-16 Last updated: 2016-09-01Bibliographically approved
Schönborn, K., Höst, G. & Lundin Palmerius, K. (2016). Nano education with interactive visualization. Nano Today, 11(5), 543-546
Open this publication in new window or tab >>Nano education with interactive visualization
2016 (English)In: Nano Today, ISSN 1748-0132, E-ISSN 1878-044X, Vol. 11, no 5, p. 543-546Article in journal (Refereed) Published
Abstract [en]

Future societal and economic impacts of nanoscience and nanotechnology raise the demand for a nano-literate public as well as a nano-competent workforce. This translates into the urgent need for nano education interventions in schools and informal learning contexts. In seeking to meet this mandate, we have developed and investigated a virtual reality environment that induces immersive presence (feeling as being ‘in’ the virtual world) and exploits bodily movements (e.g. hand gestures to control virtual objects) for students and citizens to learn nano concepts. In this article, we argue that such scientifically-informed immersive and interactive visualizations have a unique potential in communicating nanoscale ideas to students as well as the general public.

Place, publisher, year, edition, pages
Elsevier, 2016
Keywords
Nano education, Public understanding, Science education, Nano literacy, Interactive visualization, Virtual reality
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-130483 (URN)10.1016/j.nantod.2015.10.006 (DOI)000389109000006 ()
Projects
Swedish Research Council (Vetenskapsrådet, grant 2011-5569)
Funder
Swedish Research Council, 2011-5569
Note

Funding agencies: Swedish Research Council (Vetenskapsradet) [2011-5569]

Available from: 2016-08-09 Created: 2016-08-09 Last updated: 2017-11-28Bibliographically approved
Lundin Palmerius, K. & Schönborn, K. (2016). Visualization of Heat Transfer Using Projector-Based Spatial Augmented Reality. In: Lucio Tommaso De Paolis, Antonio Mongelli (Ed.), Augmented Reality, Virtual Reality, and Computer Graphics: Third International Conference, AVR 2016, Lecce, Italy, June 15-18, 2016. Proceedings, Part I. Paper presented at Third International Conference on Augmented Reality, Virtual Reality and Computer Graphics (SALENTO AVR 2016), Otranto, Lecce, Italy, June 15-18. 2016 (pp. 407-417). Springer, 9768
Open this publication in new window or tab >>Visualization of Heat Transfer Using Projector-Based Spatial Augmented Reality
2016 (English)In: Augmented Reality, Virtual Reality, and Computer Graphics: Third International Conference, AVR 2016, Lecce, Italy, June 15-18, 2016. Proceedings, Part I / [ed] Lucio Tommaso De Paolis, Antonio Mongelli, Springer, 2016, Vol. 9768, p. 407-417Conference paper, Published paper (Refereed)
Abstract [en]

Thermal imaging cameras, commonly used in application areas such as building inspection and night vision, have recently also been introduced as pedagogical tools for helping students visualize, interrogate and interpret notoriously challenging thermal concepts. In this paper we present a system for Spatial Augmented Reality that automatically projects thermal data onto objects. Instead of having a learner physically direct a hand-held camera toward an object of interest, and then view the display screen, a group of participants can gather around the display system and directly see and manipulate the thermal profile projected onto physical objects. The system combines a thermal camera that captures the thermal data, a depth camera that realigns the data with the objects, and a projector that projects the data back. We also apply a colour scale tailored for room temperature experiments.

Place, publisher, year, edition, pages
Springer, 2016
Series
Lecture Notes in Computer Science, ISSN 0302-9743, E-ISSN 1611-3349
Keywords
Spatial Augmented Reality, Thermal Imaging, Real-time Projection Mapping, Science Education
National Category
Media and Communication Technology
Identifiers
urn:nbn:se:liu:diva-129415 (URN)10.1007/978-3-319-40621-3_29 (DOI)000389494900029 ()9783319406206 (ISBN)9783319406213 (ISBN)
Conference
Third International Conference on Augmented Reality, Virtual Reality and Computer Graphics (SALENTO AVR 2016), Otranto, Lecce, Italy, June 15-18. 2016
Funder
Swedish Research Council
Available from: 2016-06-20 Created: 2016-06-18 Last updated: 2018-02-02Bibliographically approved
Samini, A. & Lundin Palmerius, K. (2015). Device Registration for 3D Geometry-Based User-Perspective Rendering in Hand-Held Video See-Through Augmented Reality. In: AUGMENTED AND VIRTUAL REALITY, AVR 2015: . Paper presented at 2nd International Conference on Augmented and Virtual Reality (SALENTO AVR) (pp. 151-167). SPRINGER-VERLAG BERLIN, 9254
Open this publication in new window or tab >>Device Registration for 3D Geometry-Based User-Perspective Rendering in Hand-Held Video See-Through Augmented Reality
2015 (English)In: AUGMENTED AND VIRTUAL REALITY, AVR 2015, SPRINGER-VERLAG BERLIN , 2015, Vol. 9254, p. 151-167Conference paper, Published paper (Refereed)
Abstract [en]

User-perspective rendering in Video See-through Augmented Reality (V-AR) creates a view that always shows what is behind the screen, from the users point of view. It is used for better registration between the real and virtual world instead of the traditional device-perspective rendering which displays what the camera sees. There is a small number of approaches towards user-perspective rendering that over all improve the registration between the real world, the video captured from real world that is displayed on the screen and the augmentations. There are still some registration errors that cause misalignment in the user-perspective rendering. One source of error is from the device registration which, based on the used tracking method, can be the misalignment between the camera and the screen and also the tracked frame of reference that the screen and the camera are attached to it. In this paper we first describe a method for the user perspective V-AR based on 3D projective geometry. We then address the device registration problem in user perspective rendering by presenting two methods: First, for estimating the misalignment between the camera and the screen. Second, for estimating the misalignment between the camera and the tracked frame.

Place, publisher, year, edition, pages
SPRINGER-VERLAG BERLIN, 2015
Series
Lecture Notes in Computer Science, ISSN 0302-9743 (print), 1611-3349 (online) ; 9254
Keywords
Augmented Reality; Video see-through; Dynamic frustum; User-perspective
National Category
Media Engineering
Identifiers
urn:nbn:se:liu:diva-123167 (URN)10.1007/978-3-319-22888-4_12 (DOI)000364709300012 ()978-3-319-22888-4; 978-3-319-22887-7 (ISBN)
Conference
2nd International Conference on Augmented and Virtual Reality (SALENTO AVR)
Available from: 2015-12-07 Created: 2015-12-04 Last updated: 2018-05-23
Schönborn, K., Höst, G. & Lundin Palmerius, K. (2015). Measuring understanding of nanoscience and nanotechnology: development and validation of the nano-knowledge instrument (NanoKI). Chemistry Education Research and Practice, 16(2), 346-354
Open this publication in new window or tab >>Measuring understanding of nanoscience and nanotechnology: development and validation of the nano-knowledge instrument (NanoKI)
2015 (English)In: Chemistry Education Research and Practice, ISSN 1756-1108, E-ISSN 1756-1108, Vol. 16, no 2, p. 346-354Article in journal (Refereed) Published
Abstract [en]

As the application of nanotechnology in everyday life impacts society, it becomes critical for citizens to have a scientific basis upon which to judge their perceived hopes and fears of ‘nano’. Although multiple instruments have been designed for assessing attitudinal and affective aspects of nano, surprisingly little work has focused on developing tools to evaluate the conceptual knowledge dimension of public understanding. This article reports the validation of an instrument designed to measure conceptual knowledge of nanoscience and nanotechnology. A sample of 302 participants responded to a 28-item questionnaire designed around core nano-concepts. Factor analysis revealed a single latent variable representing the construct of nano-knowledge. Cronbach's alpha was 0.91 indicating a high internal consistency of the questionnaire items. The mean test score was 15.3 out of 28 (54.5%) with item difficulty indices ranging from 0.19 to 0.89. Obtained item discrimination values indicate a high discriminatory power of the instrument. Taken together, the psychometric properties of the Nano-Knowledge Instrument (NanoKI) suggest that it is a valid and reliable tool for measuring nano-related knowledge. Preliminary qualitative observations of citizens' incorrect and correct response patterns to the questionnaire indicate potential conceptual challenges surrounding relative size of the nanoscale, random motion of nano-objects, and nanoscale interactions, although these are hypotheses that require future investigation. Application of the NanoKI could support efforts directed to an agenda for evaluating and designing science communication and education initiatives for promoting understanding of nano.

Place, publisher, year, edition, pages
Royal Society of Chemistry, 2015
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-115591 (URN)10.1039/C4RP00241E (DOI)000352633700014 ()
Projects
NanoSim
Funder
Swedish Research Council, 2011-5569
Available from: 2015-03-17 Created: 2015-03-17 Last updated: 2017-12-04
Samini, A. & Lundin Palmerius, K. (2014). A perspective geometry approach to user-perspective rendering in hand-held video see-through augmented reality. In: VRST '14 Proceedings of the 20th ACM Symposium on Virtual Reality Software and Technology: . Paper presented at The ACM Symposium on Virtual Reality Software and Technology (VRST) 2014 (pp. 207-208). SPRINGER-VERLAG BERLIN
Open this publication in new window or tab >>A perspective geometry approach to user-perspective rendering in hand-held video see-through augmented reality
2014 (English)In: VRST '14 Proceedings of the 20th ACM Symposium on Virtual Reality Software and Technology, SPRINGER-VERLAG BERLIN , 2014, p. 207-208Conference paper, Published paper (Refereed)
Abstract [en]

Video see-through Augmented Reality (V-AR) displays a video feed overlaid with information, co-registered with the displayed objects. In this paper we consider the type of V-AR that is based on a hand-held device with a fixed camera. In most of the VA-R applications the view displayed on the screen is completely determined by the orientation of the camera, i.e., the device-perspective rendering; the screen displays what the camera sees. The alternative method is to use the relative pose of the user's view and the camera, i.e., the user-perspective rendering. In this paper we present an approach to the user perspective V-AR using 3D projective geometry. The view is adjusted to the user's perspective and rendered on the screen, making it an augmented window. We created and tested a running prototype based on our method.

Place, publisher, year, edition, pages
SPRINGER-VERLAG BERLIN, 2014
Keywords
Augmented Reality; Video see-through; Dynamic frustum; User-perspective
National Category
Media Engineering
Identifiers
urn:nbn:se:liu:diva-123167 (URN)10.1145/2671015.2671127 (DOI)000364709300012 ()978-1-4503-3253-8 (ISBN)
Conference
The ACM Symposium on Virtual Reality Software and Technology (VRST) 2014
Available from: 2015-12-07 Created: 2015-12-04 Last updated: 2018-05-23Bibliographically approved
Lundin Palmerius, K., Johansson, D., Höst, G. & Schönborn, K. (2014). An Analysis of the Influence of a Pseudo-haptic Cue on the Haptic Perception of Weight. In: Haptics: Neuroscience, Devices, Modeling, and Applications: 9th International Conference, EuroHaptics 2014, Versailles, France, June 24-26, 2014, Proceedings, Part I. Paper presented at 9th International Conference, EuroHaptics 2014, Versailles, France, June 24-26, 2014 (pp. 117-125). Springer, 8618/8619
Open this publication in new window or tab >>An Analysis of the Influence of a Pseudo-haptic Cue on the Haptic Perception of Weight
2014 (English)In: Haptics: Neuroscience, Devices, Modeling, and Applications: 9th International Conference, EuroHaptics 2014, Versailles, France, June 24-26, 2014, Proceedings, Part I, Springer, 2014, Vol. 8618/8619, p. 117-125Conference paper, Published paper (Refereed)
Abstract [en]

Haptics provides powerful cues about forces but cannot easily be integrated in all relevant applications, such as education. Pseudo-haptic cues, visual information that simulate haptic sensations, have been raised as an alternative. It is, however, largely unknown how (or even if) pseudo-haptic cues are perceived by the haptic sensory modality. In this paper we present an approach that applies theories on multimodal integration to testing if a pseudo-haptic cue is triggering haptic perception. This approach is subsequently applied in designing an experiment that tests a pseudo-haptic cue based on a visual force-causes-displacement metaphor, similar to a rubber band.

Place, publisher, year, edition, pages
Springer, 2014
Series
Lecture Notes in Computer Science, ISSN 0302-9743, E-ISSN 1611-3349 ; 8618/8619
Keywords
Pseudo-haptics, perception, cross-modal effects, multimodal integration
National Category
Human Aspects of ICT Human Computer Interaction Neurosciences
Identifiers
urn:nbn:se:liu:diva-109050 (URN)10.1007/978-3-662-44193-0_16 (DOI)000350868900016 ()
Conference
9th International Conference, EuroHaptics 2014, Versailles, France, June 24-26, 2014
Projects
NanoSim
Funder
Swedish Research Council, 2011-5569
Available from: 2014-08-04 Created: 2014-08-04 Last updated: 2018-02-07Bibliographically approved
Schönborn, K., Höst, G., Lundin Palmerius, K. & Flint, J. (2014). Development of an Interactive Immersion Environment for Engendering Understanding about Nanotechnology: Concept, Construction, and Implementation. International Journal of Virtual and Personal Learning Environments, 5(2), 40-56
Open this publication in new window or tab >>Development of an Interactive Immersion Environment for Engendering Understanding about Nanotechnology: Concept, Construction, and Implementation
2014 (English)In: International Journal of Virtual and Personal Learning Environments, ISSN 1947-8518, E-ISSN 1947-8526, Vol. 5, no 2, p. 40-56Article in journal (Refereed) Published
Abstract [en]

The advent of nanoscientific applications in modern life is swiftly in progress. Nanoscale innovation comes with the pressing need to provide citizens and learners with scientific knowledge for judging the societal impact of nanotechnology. In rising to the challenge, this paper reports the developmental phase of a research agenda concerned with building and investigating a virtual environment for communicating nano-ideas. Methods involved elucidating core nano-principles through two purposefully contrasting nano “risk” and “benefit” scenarios for incorporation into an immersive system. The authors implemented the resulting 3D virtual architecture through an exploration of citizens’ and school students’ interaction with the virtual nanoworld. Findings suggest that users’ interactive experiences of conducting the two tasks based on gestural interaction with the system serve as a cognitive gateway for engendering nano-related understanding underpinning perceived hopes and fears and as a stimulating pedagogical basis from which to teach complex science concepts.

Place, publisher, year, edition, pages
IGI Global, 2014
Keywords
Conceptual Learning, Immersive Virtual Environments, Interactive Gestures, Nanoscience and Nanotechnology Education, Public Understanding
National Category
Didactics Learning Human Aspects of ICT Human Computer Interaction
Identifiers
urn:nbn:se:liu:diva-113559 (URN)10.4018/ijvple.2014040104 (DOI)
Projects
NanoSim
Funder
Swedish Research Council, 2011-5569
Available from: 2015-01-22 Created: 2015-01-22 Last updated: 2018-01-11Bibliographically approved
Flint, J., Schönborn, K., Höst, G. & Lundin Palmerius, K. (2014). Investigating an Immersive Virtual Nanoscience Simulation for Learning: Students' Interaction, Understanding, Attitudes and System Usability. In: AERA Online Paper Repository, 2014: . Paper presented at 2014 Annual Meeting of the American Educational Research Association, April 3-7, 2014, Philadelphia, Pennsylvania, USA.
Open this publication in new window or tab >>Investigating an Immersive Virtual Nanoscience Simulation for Learning: Students' Interaction, Understanding, Attitudes and System Usability
2014 (English)In: AERA Online Paper Repository, 2014, 2014Conference paper, Published paper (Refereed)
Abstract [en]

Rapid nanoscientific development in a myriad of applied fields compels educational structures to develop curricular nanoknowledge for a future citizenry capable of contributing skills to a nano-workforce and in acquiring a nano-literacy. This study investigated ten Swedish upper-secondary students' interactions with a virtual reality nanoworld and sought to illuminate: 1) how students link to and support their understanding of prior science knowledge, 2) students' attitudes towards the benefits and risks of nanotechnology, and 3) the usability of the system. Analyzed videotaped and written data elicited cognitive mechanisms underlying interaction with the virtual reality environment for promoting understanding, the influence of the interactive experience on students' attitudes to nanophenomena, and system features that could be applied in real science classrooms.

Keywords
Cognitive Processes/Development, Learning Environments, Technology
National Category
Learning Didactics Human Aspects of ICT Human Computer Interaction
Identifiers
urn:nbn:se:liu:diva-109008 (URN)
Conference
2014 Annual Meeting of the American Educational Research Association, April 3-7, 2014, Philadelphia, Pennsylvania, USA
Projects
NanoSim
Funder
Swedish Research Council, 2011-5569
Note

Paper Won the Emerging Virtual Scholar Award in the Applied Research in Immersive Environments for Learning (ARIEL) SIG for AERA 2014

Available from: 2014-07-24 Created: 2014-07-24 Last updated: 2018-01-11
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Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-2429-0842

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