Group Research Individual Reflection by Kat Van Sligtenhorst

I would define interaction as the exchange between human and computer in which both sides receive information from the other, process it, and then create a response, communicating in turn. This cycle can happen just once or multiple times.

This project is a perfect example of my definition of interaction. In it, motion-tracking technology is used to project graphics onto and around a dancer as they perform. The computer receives input from sensors placed across the performer’s body and then converts that information into an output–choreographed lights that enhance the art being created on the human side of the equation. In turn, the dancer is able to see the output produced by the computer, find it either visually pleasing or displeasing, and then experiment stylistically with their movements, again providing new input. In this way, the technology and the human are engaged in a sort of conversation to generate art, a high-level form of interaction.

On the other hand, while parts of this exhibit do utilize interaction, such as the Call-A-Spy installation, the majority do not. The video installation and the hanging scarves, in particular, are not examples of interactive projects, as they require no input from the audience and no communication between the audience and the technology. They consist of only observation, and while the audience may take in the content output through this exhibit, their responses do not, in turn, affect the exhibit.

In making our interactive device, my group wanted to address the issues brought on by climate change, many of which would be far more frequently-occurring and extreme by the year 2119. In order to cope with these possibly daily issues, it would be incredibly useful for someone to have a lightweight, portable, and wearable device that could offer built-in protections against some of the most common natural disasters–rising water levels, typhoons, higher temperatures, forest fires, pollution, and earthquakes. Given the expenses inflicted by climate change–relocation, property damage, personal health–and the lackluster international response, DisasterJacket is ideally a one-time cost that will offer many protections to consumers that are vulnerable to the changing environment.

We wanted to design the device with a variety of sensors that could actively engage with and respond to the environment around it, therefore serving as a sort of extension of the user in order to keep them safe. The DisasterJacket we presented ties back into my idea of interaction because it seamlessly facilitates communication between user and computer. For example, in the example involving high temperatures and forest fires, the device uses temperature sensors to gather input from both the environment and the user, then enables the use of a water hose and temperature control to keep the user cool and comfortable. The user can then engage with these tools by wielding the hose to put out the fires. This illustrates exactly my established definition of interaction. The same principles are also illustrated in the example involving the typhoon. The device gathers input from a wind sensor, processes it, then responds by dropping an anchor to prevent the user from being blown away. It also provides a helmet to guard against any flying debris.

The DisasterJacket is very user-friendly, working ahead of a person’s needs or concerns in order to provide a sense of safety and preparation for any disaster scenario.

While this DisasterJacket prototype is quite bulky, future models would be slimmed down to make the jacket easily wearable, foldable, packable, etc. to facilitate daily use.

Bibliography:

Furness, Dyllan. “Karate-Inspired Choreography Gets a Futuristic Twist in This Video.” Vice (blog), August 2, 2017. https://www.vice.com/en_us/article/43vgvd/karate-inspired-choreography-futuristic-video-panasonic.
 
Pangburn, D. J. “Whistleblower Exhibition Exposes Surveillance Age Vigilantes.” Vice (blog), August 4, 2017. https://www.vice.com/en_us/article/9ky9w7/whistleblower-exhibition-surveillance-age-vigilantes.

Recitation 3: Sensors by Kat Van Sligtenhorst

Moisture Sensor Basic Circuit: It was very easy to get the basic function of the moisture sensor working, and we were able to do it on our first try. After connecting the circuit, the sensor was able to register when it was placed in a bottle cap filled with water, and displayed higher outputs on the screen.

Moisture Sensor Second Circuit: To add something to our circuit, we wanted to incorporate an LED bulb that registered when there was not enough moisture in the soil. We struggled with the mechanics of configuring our device to do so, and ultimately couldn’t quite figure out how to get it working correctly in conjunction with the code.

Q1: What did you intend to assemble in the recitation exercise? If your sensor/actuator combination were to be used for pragmatic purposes, who would use it, why would they use it, and how could it be used?

A1: We intended to build a moisture sensor that was connected to an LED bulb. In theory, our device would be used by gardeners to make sure their plants received enough water. If moisture levels in the soil were to cross a certain lower threshold, the LED would turn on and signal that the plant needed to be watered. After significant moisture had been added to the soil, the light would switch off again.

Q2: Code is often compared to following a recipe or tutorial. Why do you think that is?

A2: Like a recipe or tutorial leads a person to a bigger-picture result through smaller, exact steps or measurements, code speaks to a computer in building blocks of meaningful, instructive language in order to achieve a particular outcome.

Q3: In Language of New Media, Manovich describes the influence of computers on new media. In what ways do you believe the computer influences our human behaviors?

A3: I think computers, particularly as they become more and more integrated into our daily lives, have a massive effect on human behavior. Because of the rapid processing times, near-instant communications, and other conveniences of computers, we suffer from shorter attention spans and the need for immediate gratification. Also, as Manovich mentioned, computers and the resulting new media allow objects and information to exist in many different versions. As a result, the world is made smaller, and humans are able to be more integrated in a global community full of information sharing. However, this seems to have had a negative impact on human behavior as well–increased isolation and fewer in-person interactions.

Recitation 2: Arduino Basics by Kat Van Sligtenhorst

Circuit 1: Fade

The circuit was simple and relatively easy to get going. We did make the mistake of placing the LED backwards, but after flipping it, it worked.

Circuit 2: toneMelody

This circuit was also quite simple, and we got it working faster than the first one.

Circuit 3: Speed Game

This circuit took some troubleshooting to get right because there were so many wires and it was easy to get things mixed up. At first, we were missing a few connections. Once we added those wires, we still had an issue with the gameplay. Every time we ran it, it would only record one button push from player one and then slowly count all the way to 10 for player two. Once we swapped out the small push-buttons for the larger ones and made a few other adjustments to make sure everything was in the right spot, the circuit and game worked as intended.

Q1: Reflect on how you use technology in your daily life and on the circuits you just built. Use the text Physical Computing and your own observations to define interaction.

A1: Similar to these circuits we built, we use things like light switches, doorbells, and video games fairly frequently. In my daily life, I rely heavily on technology. I spend most of the day working on my laptop, and use my phone to stay in touch with people, as well as to listen to music and navigate when I’m out. Based on the text, I would define interaction as the exchange between user and computer in which both sides receive information from the other, process it, and then create a response.

Q2: Why did we use the 10K resistor with the push button?

A2: Without the resistor, the circuit would short out. It protects the circuit from overloading.

Q3: If you have 100,000 LEDs of any brightness and color at your disposal, what would you make and where would you put it?

A3: I would make an interactive light whiteboard. It would use motion-tracking sensors that cause the lights to change colors as a user moves a hand or finger along the board, and then revert to the base color when the user makes a swiping motion to indicate erasure. I would display several of these boards throughout a room and encourage users to create their own art or add to others’.

Recitation 1: Electronics and Soldering by Kat Van Sligtenhorst

Materials

1 * Breadboard–Base on which circuits are made

1 * LM7805 Voltage Regulator–Maintains a constant level of voltage

1 * Buzzer–Produces sound

1 * Push-Button Switch–Simple switch to control a process in the circuit

1 * Arcade Button–Same function as the push-button switch

1 * 220 ohm Resistor–Reduces electric current and prevents components from being overwhelmed

1 * 10K ohm Resistor–Reduces electric current and prevents components from being overwhelmed

1 * 10K ohm Variable Resistor (Potentiometer)–Voltage divider that can adjust the levels of output from a light, buzzer, etc.

1 * LED–Produces light

1 * 100 nF (0.1uF) Capacitor–Stores electrical energy

1 * 12-volt power supply–Provides power to the circuit

1 * Barrel Jack–Connects to external electricity

1 * Multimeter–Measures voltage, current, and resistance

Several Jumper Cables (Hook-up Wires)–Connect components of the circuit

Circuit 1: Doorbell

  • As this was my first time working with this equipment, the experience was a bit overwhelming. There were a few moments when I was unsure whether to connect something back to power or to ground. I also made the mistake of placing materials horizontally rather than vertically on the breadboard. While the circuit looked generally circular and orderly in the diagrams, it was difficult to keep everything sorted out in practice, but materials can be placed across the breadboard as needed, as long as all of the connections are correct.

Circuit 2: Lamp

  • Now operating with a basic understanding of the materials and the logic of the circuitry, the second task was much easier to complete. I did have one issue with the newly introduced LED in forgetting to pay attention to the positive and negative prongs when placing it, so the first time testing the circuit, it didn’t work. After flipping the LED around, the circuit worked.

Circuit 3: Dimmable Lamp

  • After forgetting to include a resistor and again making the mistake with the positive and negative prongs of the LED, this circuit came together relatively quickly. The process of building the circuits felt much more intuitive after the first couple of tries.

Q1: After reading The Art of Interactive Design, in what way do you think that the circuits you built today include interactivity? Please explain your answer.

A1: Circuits 1 and 2 offer a very low-level form of interactivity. The user presses a button, which communicates with either a buzzer or an LED bulb that in turn produce sound and light, respectively. Circuit 3 allows for a higher form of interactivity in that the user can press a button to turn on the LED bulb, but also turn a knob to control the brightness or dimness of the bulb. This circuit calls for two rounds of interaction–one to turn the light on, and one to control its luminosity.

Q2: How can Interaction Design and Physical Computing be used to create Interactive Art? You can reference Zack Lieberman’s video or any other artist that you know.

A2: Programming is used to facilitate interaction between computer and audience, bringing the processes of the computer into a space where people can sense and respond to them. Zack Lieberman’s project in which he designed a pair of eye-tracking glasses that allowed a paralyzed graffiti artist to draw is a perfect example of this. The mechanism he made and the code he wrote used physical computing to convert eye movements into drawings. The user was able to interact with the glasses in order to create art. The art was made even more interactive when Lieberman brought in another element–the projector–to show the drawings live on the side of a building.