Browsing by Author "Bafna, Tanishq"
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- Classroom CaptainBendelac, Noam; Bafna, Tanishq; Sharma, Gautam; Krishnappagari, Sai Sanath; Samala, Sindhu Vyshnavi; Atukuri, Sri Sai Asrith (2022-12-09)The recent rise in remote learning has presented challenges for both students and teachers. Detailed visual demonstrations of spatial and visual subjects like physics, chemistry, or geometry can be harder to get across to students on a two dimensional screen. Static diagrams are helpful but insufficient for showing motion, interaction, or change. Some 2D interactive diagrams exist, and they can be sufficient for some topics, while other topics require the full three dimensions. Finally, interactive diagrams can be out of sync between the students’ screens and the teacher’s screen, so when the teacher is pointing something out, the students may not see it. If the teacher shares their screen visuals instead, then the diagram is not interactive for students. Our project seeks to solve these problems by providing 3D interactive diagrams that can be synchronized between the teacher and the students. We developed an interactive 3D educational web application for students to learn physics and calculus under the guidance of teachers. Teachers are able to both guide students’ learning directly by controlling the interactive 3D diagram on students’ screens, and let students learn independently by giving them control over their screens.
- See You on the Other Side: A Crosswalk Navigation System with Multimodal Alert System for Distracted and Visually Impaired Crosswalk UsersWerner, Alec; Islam, Md Shafiqul; Nachiappan, Anvitha; Bafna, Tanishq; Movassagh, Maryam; Jeon, Myounghoon (SAGE, 2023-10-21)Distracted and visually impaired crosswalk users are at increased injury and death risk. A system that redirects the attention of distracted crosswalk users and helps both distracted and visually-impaired crosswalk users safely navigate crosswalks could mitigate that risk. We tested the effectiveness of four feedback systems on crosswalk navigation: no feedback (baseline), auditory (whistle), vibrotactile, and multimodal (auditory and vibrotactile). Twelve participants were recruited and blindfolded to cross an in-lab mock crosswalk. Analysis showed that multimodal auditory and vibrotactile feedback significantly increased the success rate of navigating through a crosswalk compared to the baseline. Among the participants, 83.3% (10 participants) preferred vibrotactile feedback, and 75% (9 participants) found vibrotactile feedback to be most intuitive. These findings can inform the development of infrastructure-embedded alert systems that promote the safety of distracted crosswalk users.